S-PAL模式自主练习在检体诊断学实验教学中的应用研究

Application of S-PAL model-based autonomous practice in experimental teaching of physical diagnostics

目的:探究S-PAL模式即学生标准化病人(student standardized patient,SSP)结合同伴互助学习(peer assisted learning,PAL)模式在检体诊断学实验教学中的应用及效果。方法:选择重庆医科大学84名2022级临床医学专业本科学生,分为试验组(44人)和对照组(40人)。试验组采用实验课+S-PAL模式自主练习,对照组采用实验课+传统自主练习,完成后进行成绩考核、教学反馈及满意度调查。采用SPSS 27.0进行t检验、卡方检验或Fisher确切概率法检验。结果:两组学生在年龄、性别、课程绩点、培训前理论成绩方面对比差异无统计学意义。试验组学生考核成绩[(66.34±15.45)分]高于对照组[(55.12±15.02)分],差异有统计学意义。Mini-CEX评估临床技能优于对照组学生。试验组对教学满意度总体评价较对照组更高,试验组对S-PAL模式自主练习方法接受度高。结论:S-PAL模式可提高医学本科生检体诊断学的学习成绩及教学满意度,同时提高学生的医患沟通能力,是一种良好的自主学习模式,可作为检体诊断学教学的补充。

Objective To investigate the effectiveness of the S-PAL model(combining a student standardized patient with peer assisted learning)in experimental teaching of physical diagnostics.Methods Eighty-four undergraduate students of grade 2022 in clinical medicine of Chongqing Medical University were divided into experimental group(n=44,experimental class teaching combined with S-PAL model-based autonomous practice)and control group(n=40,experimental class teaching combined with traditional autonomous practice).Performance evaluation and teaching feedback and satisfaction survey were conducted.SPSS 27.0 was used to perform the t-test,chi-square test,and Fisher's exact test.Results There were no significant differences between the two groups in terms of age,sex,the grade point average,and pre-training theoretical scores.The academic assessment score of the experimental group(66.34±15.45)was significantly higher than that of the control group(55.12±15.02).The experimental group was superior to the control group in clinical skills assessed with the mini-clinical evaluation exercise.The experimental group had a higher degree of satisfaction with teaching than the control group.The experimental group highly accepted autonomous practice based on the S-PAL model.Conclusions The S-PAL model can improve medical undergraduates'academic performance and satisfaction with teaching in physical diagnostics,and also promote their doctor-patient communication skills,which is a good self-learning model as a complement to physical diagnostics teaching.