学生自主授课式费曼学习法在心内科教学中的应用

The Effect of Feynman Technique on Students’ Learning Outcomes in a Cardiology Course

目的:探讨学生自主授课模式的费曼学习法在心内科实习教学的应用效果。方法:选取在心内科实习的40名临床医学专业专科生作为研究对象,按照随机数表法将其分为对照组和实验组,每组各20名。实验组采用学生自主授课模式的费曼学习法,对照组采用教师讲授教学法。比较教学前后2组理论考核成绩、自我导向学习能力及学习主动性。结果:教学后实验组理论成绩[(80.77±6.78)分]高于对照组[(75.85±6.61)分],差异有统计学意义(P<0.05);教学后实验组中文版自我导向学习能力评定量表(SRSSDL-CV)评分较对照组更高,差异有统计学意义(P<0.05);教学后实验组学习积极主动性量表(ALS)评分较对照组高,差异有统计学意义(P<0.05)。结论:学生自主授课式费曼学习法应用于心内科实习教学中,可促进学生自主学习,提高学生学习的主动性,提升教学效果。

Objective:To examine the effectiveness of using the Feynman technique as a method of facilitating medical students' achievement in a cardiology course.Methods:In total,40 medical internship students who were studying at the Department of Cardiology participated in this randomized experimental study.Two groups with 20 interns each were divided using the random number table to account for equal allocation of participants to the groups.Group A was the experimental group who were supposed to participate in the Feynman technique.Group B was the control group who were receiving the lecture-based learning pedagogy.Both groups were given the topic of cardiovascular diseases of hypertension,and coronary heart disease for self-learning and preparation for one week and they were given 30 min for their individual class teaching sessions plus a 15-minute discussion with a tutor.Results:There was a statistically significant difference between the experimental group and the control group in the mean gain score on post-tests(P<0.05),with group A having a higher mean gain.Participants of Group A also had higher scores in the post-assessment compared with their pre-assessment in terms of self-directed learning ability as well as students' active learning state than that in Group B(P<0.05).Conclusion:The Feynman technique is more effective than traditional teaching in improving learning outcomes,boosting self-directed learning as well as enhancing active learning of medical internship students.