认识论指导的案例教学在疼痛诊疗学临床带教中的应用

Application of Epistemologically Guided Case Teaching in Clinical Teaching of Pain Medicine

目的 评价认识论指导的案例教学在疼痛诊疗学临床带教中的应用效果。方法 以2019年7月—2021年12月在疼痛科实习的安徽医科大学五年制麻醉专业72名学生为研究对象,将其随机分为试验组和对照组,每组36名学生。试验组采用认识论指导的案例教学法,对照组采用传统的讲授式带教模式。教学结束后,分别对两组学生进行考核和问卷调查,评价各自教学效果。结果 出科时两组理论和实践考核成绩均有所提高,其中试验组实践技能考核较对照组提高更为显著,差异有统计学意义(P<0.01)。出科3个月后两组理论和实践考核成绩较出科时均下降,但对照组下降更为显著,两组比较差异有统计学意义(P<0.01)。问卷调查显示试验组除知识掌握程度和对教师的满意度外,其余各项指标的学生满意度均显著高于对照组(P<0.05);患者对试验组学生的满意度更高,两组比较差异有统计学意义(P<0.05)。结论 认识论指导的案例教学法较传统讲授式教学法更有助于提高学生的实践考核成绩,且“自己生产出来的知识”,印象更加深刻,记忆更加牢固、持久。认识论指导的案例教学法让学生变被动为主动,更有助于激发学生的学习兴趣,更有利于提高学生获取知识和解决临床问题的能力,学生对该教学法认可度更高,患者对接受该教学法的实习医生满意度更高。

Objective To evaluate the application outcomes of epistemologically guided case-based teaching in clinical teaching of pain medicine.Methods A total of 72 five-year anesthesiology students from Anhui Medical University who practiced in pain medicine department from July 2019 to December 2021 were selected as the research objects,and they were randomly divided into the experimental group and the control group,with 36 students in each group.The experimentalgroup adopted the case-based teaching method guided by epistemology,and the control group adopted the traditional teaching mode.The two groups of teaching effects were evaluated objectively at the end of the course.Results Both the theoretical and practical assessment scores of the two groups increased at the time of leaving the department,and the practical skills assessment of the experimental group increased more significantly than that of the control group,and the difference was statistically significant(P<0.01).Three months after leaving the department,the theoretical and practical assessment scores of the two groups decreased compared with the time of leaving the department,but the decline was more significant in the control group,and the difference between the two groups was statistically significant(P<0.01).The questionnaire survey shows that except for the degree of knowledge mastery and satisfaction with teachers,the student satisfaction of other indicators in the experimental group is significantly higher than that in the control group(P<0.05).Patients are more satisfied with the students in the experimental group,and the difference between the two groups was statistically significant(P<0.05).Conclusion The case-based teaching method guided by epistemology is more helpful to improve the students performance in practice than the traditional lecturing method,and the knowledge produced by oneself is more impressive,and the memory is more firm and lasting.The case-based teaching method guided by epistemology makes students change from passive to active,which is more helpful to stimulate students interest in learning,and is more conducive to improving students ability to acquire knowledge and solve clinical problems.Students have higher recognition of the pedagogy,and patients have higher satisfaction with the interns who accept this pedagogy.