不同带教方式在本科生诊断学见习中的差异性分析

Analysis on the differences of different teaching methods in undergraduate diagnostic internship

目的 分析本科生诊断学见习中不同带教方式的差异性。方法 收集深圳大学医学院临床医学专业学生30名,随机分为观察组和对照组,各15名学生。对照组接受常规授课教学法,观察组接受翻转课堂和案例教学法(CBL)教学方法。教学结束后,比较两组的教学考核成绩、临床实践能力,以及对自我学习的肯定度和教学的效果评价。结果 观察组学生的概念题、简答题、客观选择题及总分、临床结果解读得分均高于对照组,差异均有统计学意义(t分别=2.02、2.12、2.15、2.94、3.19,P均<0.05);观察组学生的操作技能和手法、沟通协作能力、自我管理能力、专业技能、临床价值观评分均高于对照组,差异均有统计学意义(t分别=2.66、2.44、2.15、2.97、3.43,P均<0.05);观察组对自我学习的肯定度93.33%(14/15)高于对照组53.33%(8/15),差异有统计学意义(χ^(2)=4.26,P<0.05)。观察组在增加学习兴趣、培养人文和沟通能力、提高临床思维、授课方式评价均高于对照组,差异均有统计学意义(χ^(2)分别=4.26、3.37、4.26、4.26,P均<0.05)。结论 本科生诊断学见习中翻转课堂和CBL教学联合实施的效果较常规授课教学法好。

Objective To analyze the differences in different teaching methods during undergraduate diagnostic intern⁃ships.Methods Thirty clinical medicine students from Shenzhen University Medical school were collected and random⁃ly divided into observation group and control group,with 15 students in each group.The control group used conventional teaching methods,while the observation group used flipped classroom and case-based learning(CBL)teaching methods.After the end of teaching,the teaching assessment scores,clinical practice abilities,affirmation of self-learning,and eval⁃uation of teaching effectiveness were compared between the two groups.Results The students'concept questions,short answer questions,objective multiple choice questions,total scores,and clinical result interpretation scores of the observa⁃tion group were higher than those of the control group,and the differences were statistically significant(t=2.02,2.12,2.15,2.94,3.19,P<0.05).The scores of operational skills and techniques,communication and collaboration abilities,self-management abilities,professional skills,and clinical values of the observation group students were higher than those of the control group,and the differences were statistically significant(t=2.66,2.44,2.15,2.97,3.43,P<0.05).The affir⁃mation of self-learning in the observation group was 93.33%(14/15),which was higher than that in the control group 53.33%(8/15),and the difference was statistically significant(χ^(2)=4.26,P<0.05).The observation group was significant⁃ly higher than the control group in enhancing learn⁃ing interest,cultivating humanities and communica⁃tion ability,improving clinical thinking and teaching methods(χ^(2)=4.26,3.37,4.26,4.26,P<0.05).Con⁃clusion The combined implementation of flipped classroom and CBL teaching in undergraduate diag⁃nostic internships is more effective than convention⁃al teaching methods.