非临床专业医学生对儿科教学效果的调查研究

Investigation and Research on the Teaching Effect of Pediatrics by Non-clinical Medical Students

目的总结五年制非临床专业医学生在儿科教学方面存在的问题,针对相关问题提出解决对策。方法选取新疆医科大学2020年9月—2021年7月2017级医学专业学生183名为研究对象,其中临床专业医学生71名,纳入对照组;其余非临床专业的医学生112名,纳入研究组。两组学生均采用相同的儿科学教材进行学习,比较两组儿科结业考试成绩的差异,采用问卷调查的方式统计非临床专业医学生在儿科学教学过程存在的问题。结果研究组理论知识考核成绩(76.25±4.69)分和操作能力考核成绩(70.41±4.53)分均低于对照组(85.96±5.41)分和(83.69±4.27)分,差异有统计学意义(P<0.05)。经问卷调查显示,研究组在儿科学教学过程中存在的问题主要分为学生方面和教学方面,其中授课教师对学生的评价结果中,78.57%(88/112)为学生学习兴趣低下,67.86%(76/112)为基础知识薄弱,63.39%(71/112)为儿科相关临床知识陌生,50.00%(56/112)为缺乏临床思维能力,43.75%(49/112)为语言和沟通表达能力低下,33.93%(38/112)为学生的责任意识不强;而学生对教学方式的评价结果中,98.21%(110/112)为教学方式单一,79.46%(89/112)为教学进度较快,71.43%(80/112)为实践机会较少。结论非临床专业医学生在儿科学教学效果方面远不如临床专业医学生,造成此现象的原因较多,对此本研究提出加强教师的素质要求、针对性基础知识的复习、开展多元化的教学模式和加强医学生思想道德建设等举措进行改善,以此提高非临床专业医学生的教学在临床专业课程方面的教学质量。

Objective To summarize the problems existing in pediatric teaching for five-year non-clinical medical students,and to propose solutions for related problems.Methods A total of 183 medical students from September 2020 to July 2021 in Xinjiang Medical University were selected as the research subjects,including 71 clinical medical students and 112 non-clinical medical students who were included in the research group.Both groups were taught the same pediatrics textbooks.The differences of the two groups of pediatric completion examination results were compared,and the problems existing in the teaching process of pediatrics of non-clinical medical students were analyzed by questionnaire survey.Results The scores of theoretical knowledge assessment(76.25±4.69)points and operational ability assessment(70.41±4.53)points of the research group were lower than those of the control group(85.96±5.41)points and(83.69±4.27)points,and the differences were statistically significant(P<0.05).According to the questionnaire,the problems existed in the teaching of pediatrics in the research group were mainly divided into students'aspects and teaching aspects,78.57%(88/112)of the students had low learning interest,67.86%(76/112)had weak basic knowledge,63.39%(71/112)had unfamiliar clinical knowledge related to pediatrics,50.00%(56/112)had lack of clinical thinking ability,43.75%(49/112)had low language and communication expression ability,and 33.93%(38/112)had weak responsibility consciousness.Among the students'evaluation results of teaching methods,98.21%(110/112)were single in teaching methods,79.46%(89/112)were fast in teaching progress,and 71.43%(80/112)were less in practice opportunities.Conclusion The teaching effect of non-clinical medical students is far inferior to that of clinical medical students.There are many reasons for this phenomenon.For this reason,this study proposes to strengthen the quality requirements of teachers,review targeted basic knowledge,and carry out diversified teaching.In order to improve the teaching quality of non-clinical medical students in clinical professional courses,measures such as strengthening the ideological and moral construction of medical students are taken.