PCMC联合Sandwich教学法在神经内科本科学教学中的应用效果评价

Evaluation on the Application Effect of PCMC Combined With Sandwich Teaching Method in Neurology Undergraduate Teaching

目的探究启发式临床医学教学模式(problem-originated clinical medical curriculum,PCMC)联合三明治(Sandwich)教学法在神经内科本科学教学中的应用效果。方法选取2018年6月—2019年6月在东莞市厚街医院神经内科接受本科教学的医学生86名,均接受了为期6个月的教学,采取随机数字表法分为对照组与观察组,各43名,对照组给予常规教学方法,观察组实施PCMC联合Sandwich教学法,教学内容同对照组,对比两组医学生的理论考试与实践技能成绩,医学生学习能力,医学生对教学方法的评价,医学生对教学效果、授课方式以及学时安排的满意度。结果观察组与对照组相比,理论考试中基础知识以及病例分析的成绩较高,实践技能考试中技能操作能力、健康宣教能力、沟通能力以及人文素养的成绩较高,差异有统计学意义(P<0.05)。观察组与对照组相比提高医学生自我管理能力、促进自主学习能力、促进学习积极性、促进生生互动以及促进师生互动的评分均较高,差异有统计学意义(P<0.05)。观察组与对照组相比,认为技能操作配合好、认为反馈和指导正确、认为能够提高学习积极性与主动性、认为可巩固理论知识、认为可增强实践动手能力、认为可提高与患者的沟通能力、认为可提高面对患者时的能力与信心的比例较高,差异有统计学意义(P<0.05)。观察组与对照组相比,医学生对教学效果、授课方式以及学时安排的满意度均较高,差异有统计学意义(P<0.05)。结论PCMC联合Sandwich教学法在神经内科本科学教学中的应用明显提高了教学质量及医学生成绩,医学生对教学结果评价更好,满意度更高。

Objective To explore the application effect of problem-originated clinical medical curriculum(PCMC)combined with sandwich teaching method in neurology undergraduate teaching.Methods A total of 86 medical students who received undergraduate teaching in the department of neurology of Houjie Hospital of Dongguan from June 2018 to June 2019 were selected,all of whom received a 6-month teaching period.They were divided into a control group and an observation group by random number table method,with 43 students in each group.The control group was given conventional teaching methods,while the observation group was given PCMC combined with Sandwich teaching method,with the same teaching content as the control group.The theoretical examination and practical skills,learning ability,evaluation of teaching methods and teaching effect of the two groups were compared.Results Compared with the control group,the observation group had higher scores in basic knowledge and case analysis in the theoretical test and higher scores in the practical skills test in skill operation ability,health education ability,communication ability and humanistic quality,and the differences were statistically significant(P<0.05).Compared with the control group,the scores of improving medical students'self-management ability,promoting autonomous learning ability,promoting learning enthusiasm,promoting student-student interaction,and promoting teacher-student interaction in the observation group were higher,and the differences were statistically significant(P<0.05).Compared with the control group,the observation group believed that the skills and operations were well coordinated,that the feedback and guidance were correct,that it could improve the enthusiasm and initiative of learning,that it could consolidate theoretical knowledge,that it could enhance the practical ability,that it could improve the ability to communicate with patients,the proportion of those who thought it could improve their ability and confidence in the face of patients was higher,and the difference was statistically significant(P<0.05).Compared with the control group,the medical students in the observation group were more satisfied with the teaching effect,teaching method and class schedule,and the differences were statistically significant(P<0.05).Conclusion The application of PCMC combined with Sandwich teaching method in neurology undergraduate teaching has significantly improved the teaching quality and medical students'performance.Medical students have better evaluation of teaching results and higher satisfaction.