多学科教学模式在甲状腺疾病教学中的应用效果分析

Application effect analysis of multidisciplinary teaching model in thyroid disease teaching

目的分析应用多学科整合教学模式在甲状腺疾病教学中的效果,为临床提供新的教学思路。方法于2021年1月—2022年9月随机抽取某大学2017级本科、临床医学专业30名实习学生和同所大学某医院2021年取得执业医师证书的30名内科专业住培医师,随机抽取15名实习学生和15名住培医师为观察组(n=30),其余30名为对照组(n=30)。对照组采用单一学科教学模式进行教学,观察组采用多学科整合教学模式进行教学,通过综合考试、问卷调查和岗位能力评价分析两组教学的效果。结果观察组病例分析和临床实践考试成绩平均分分别为(42.87±2.45)分和(43.70±2.29)分,均高于对照组平均分(P<0.05);观察组理论知识考试平均分为(44.03±1.99)分,高于对照组(43.27±2.36)分,但差异无统计学意义(P>0.05);调查问卷结果显示,在“教学方式创新、提高学习积极性、提高学习效率、提高诊治分析能力、促进疑难问题理解、教学模式认可”等方面的认可情况,观察组高于对照组(P<0.05)。岗位能力评价显示在职业素养、学习能力、知识技能、沟通合作等方面,观察组优于对照组(P<0.05)。结论多学科教学模式在甲状腺疾病教学中效果优于单一学科教学模式,在提高教学质量的同时得到学生对教学效果的认可,值得推广。

Objective To analyze the application effect of multidisciplinary integrated teaching model in thyroid disease teaching,and provide new ideas for clinical teaching.Methods From January 2021 to September 2022,30 interns of grade 2017 majored in clinical medicine from a University and 30 standardized training physicians majored in internal medicine who obtained the certificate of practicing physician in 2021 were randomly selected as study subjects.Fifteen interns and 15 resident physicians were randomly selected as the observation group(n=30),and the remaining 30 as the control group(n=30).The control group was taught by a single subject teaching mode,while the observation group was taught with a multidisciplinary joint teaching model.The comprehensive examination,questionnaire survey and post ability evaluating were used to analyze the effectiveness of teaching of the two groups.Results The average scores of case analysis and clinical practice examination in the observation group were(42.87±2.45)and(43.70±2.29)respectively,which were higher than those in the control group(P<0.05).The average score of theoretical knowledge examination in the observation group was(44.03±1.99),it was higher than the average score of the control group(43.27±2.36),but there was no significant difference between the two groups(P>0.05).The questionnaire survey showed that the recognition level of the observation group was higher than that of the control group in the aspects of teaching methods innovation,increasing learning enthusiasm,improving learning efficiency,improving the ability of comprehensive diagnosis and treatment,promoting understanding of difficult problems,and recognition of the teaching model(P<0.05).The evaluation of post ability showed that the observation group was better than the control group in professional quality,learning ability,knowledge and skills,communication and cooperation(P<0.05).Conclusions The effect of multidisciplinary integrated teaching model is better than that of the single subject teaching model in thyroid disease teaching.It improves the quality of teaching and the teaching effect accepted by students at the same time,which is worth promoting.