基于对分课堂的医患沟通教学的应用与效果评价

Application and Effect Evaluation of Doctor-Patient Communication Teaching Based on Division Classroom

目的探讨对分课堂教学法在《医患沟通学》教学中的应用,并对实施效果进行评价。方法以2020年2月—2021年8月驻点在南京医科大学附属逸夫医院学习的2017级、2018级临床医学专业学生为试验对象,随机分为2个班,分别为传统讲授教学班(n=42)和对分课堂教学班(n=46)。课程结束后,两班均进行成绩考核,同时在对分课堂教学班进行学情评价。结果对分课堂教学班的考核成绩高于传统讲授教学班,差异有统计学意义(P<0.05)。对分课堂教学班的学习情况评价显示,学生对学习时间、兴趣和知识掌握情况非常满意度很高,但在课前准备、分组评价和教师评价的满意度中等。结论对分课堂教学法提高了《医患沟通学》课程表的教学效果,但需在准备环节、课题分组讨论环节以及教师教学素质方面对标找差,持续完善,优化排课,科学管理,才能达到全方位育人的要求。

Objective To explore the application of division classroom teaching method in Doctor-Patient Communication teaching,and evaluate the implementation effect.Methods From February 2020 to August 2021,2017 and 2018 clinical medicine students who were stationed at the Shaw Hospital Affiliated to Nanjing Medical University were randomly divided into two classes:traditional lecture class(n=42)and division classroom class(n=46).After the course was over,both classes were evaluated for their grades,and each class was evaluated for their academic performance.Results The assessment scores of the division classroom teaching class were higher than those of the traditional teaching class,and the difference was statistically significant(P<0.05).The evaluation of the learning situation of the division classroom teaching class showed that students were very satisfied with their learning time,interests,and knowledge mastery,but their satisfaction with pre class preparation,group evaluation,and teacher evaluation was moderate.Conclusion The division classroom teaching method has improved the teaching effect of the Doctor-Patient Communication curriculum,but it is still necessary to identify the shortcomings in the preparation link,the topic group discussion link and the teaching quality of teachers,continue to improve,optimize the course scheduling and scientific management,so as to meet the requirements of all-round education.