妇产科新兴专业不同教学方式的比较

Comparison of Different Teaching Methods of New Specialty in Obstetrics and Gynecology

目的针对妇产科学新兴学科教学探索一种新的教学方式。方法将2022年1—10月在内蒙古自治区人民医院妇产科实习的276名实习学生纳入研究,采用抽签法将其分为对照组和教改组,各138名。对照组由妇产科教学医生参照目前的教学大纲、教案带教,无跨学科专业教学的参与。教改组由生殖医学、产前诊断学、妇科内镜学组分别选出本专业组的教学骨干组成教师组,带教前共同参与编写教案、教学大纲,参与建立临床病案库、课后评价体系。比较2组学生基础理论和病例分析的得分;针对教学成果进行问卷调查,比较2组学生的学习兴趣提升率、新兴知识掌握率、临床思维培养率、学习能力提高率、教学效果满意率。结果教改组学生的基础理论、病例分析成绩[(92.86±2.41)分、(91.10±4.03)分]均高于对照组[(86.43±5.01)分、(83.90±6.05)分],差异有统计学意义(P<0.05)。教改组学习兴趣提升率、新兴知识掌握率、临床思维培养率、学习能力提高率、教学效果满意率(92.03%、94.21%、94.21%、97.82%、98.55%)高于对照组(65.22%、50.72%、63.04%、52.89%、68.12%),差异有统计学意义(P<0.05)。结论和传统妇产科学的带教方式对比,与交叉学科的联合教学方式更适合妇产科学新兴学科的教学,有助于基础理论掌握和临床思维养成,改善教学成果。

Objective To explore a new teaching method about the teaching of new specialty in obstetrics and gynecology.Methods A total of 276 students who practiced in obstetrics and gynecology department in People's Hospital of Inner Mongolia Autonomous Region from january to october 2022 were included in the study.They were divided into control group and teaching group by lottery,with 138 participants in each group.The control group was taught with the teaching doctor of obstetrics and gynecology with reference to the current teaching syllabus and teaching plan,without the participation of interdisciplinary professional teaching.The teaching reform group was composed of teaching backbones selected from the respective professional groups of reproductive medicine,prenatal diagnosis,and gynecological endoscopy,who jointly participate in the compilation of teaching plans and syllabuses,the establishment of a clinical case database,and the after-class evaluation system before taking on teaching responsibilities.The scores of basic theory and case analysis were compared between the two groups.A questionnaire survey was conducted on the teaching results,and the two groups of students were compared in terms of their interest in learning,mastery of emerging knowledge,clinical thinking training,learning ability improvement and satisfaction with teaching effect.Results The results of basic theory and case analysis of the students[(92.86±2.41)points,(91.10±4.03)points]were higher than those of the control group[(86.43±5.01)points,(83.90±6.05)points],and the difference was statistically significant(P<0.05).The improvement rate of learning interest,mastery rate of emerging knowledge,clinical thinking training rate,improvement rate of learning ability and satisfaction rate of teaching effect(92.03%,94.21%,94.21%,97.82%,98.55%)were higher than those of the control group(65.22%,50.72%,63.04%,52.89%,68.12%).The difference was statistically significant(P<0.05).Conclusion Compared with the traditional teaching method of obstetrics and gynecology,the combined teaching method of interdisciplinary subjects is more suitable for the teaching of new subjects of obstetrics and gynecology.The mastery of basic theory and the development of clinical thinking are beneficial for improving teaching results.