以“think aloud”为核心的教学方法在临床思维能力培养中的应用

Application of“Think Aloud”-Centered Teaching Methods in Developing Clinical Thinking Skills

目的:评估以“think aloud”为核心的教学方法在临床思维培养中的应用效果。方法:选取2021年1月至2022年1月在浙江大学医学院附属第二医院神经内科实习的166名医学生为研究对象。将其随机分为两组,试验组86名,其中临床医学专业实习生44名,麻醉、检验、针灸推拿专业等非临床医学专业实习生42名;对照组80名,其中临床医学专业实习生40名,麻醉、检验、针灸推拿专业等非临床医学专业实习生40名。试验组采用以“think aloud”为核心的教学方法,对照组采用传统讲授教学法,比较两组实习生的病例分析题考核成绩和教学满意度。结果:两组实习生的考核成绩没有统计学差异(P>0.05)。试验组临床医学专业实习生与对照组临床医学专业实习生的考核成绩没有统计学差异(P>0.05),但试验组非临床医学专业实习生的考核成绩显著优于对照组非临床医学专业实习生(P<0.05)。结论:以“think aloud”为核心的教学方法,有利于学生临床思维能力的培养,尤其对于基础薄弱的医学实习生。

Objective:To evaluate the effectiveness of“Think aloud”-centered teaching methods in developing clinical thinking skills.Methods:Interns were randomly divided into two groups:the experimental group with 86 students(44 clinical medicine and 42 non-clinical majors)and the control group with 80 students(40 clinical medicine and 40 non-clinical majors).The experimental group used the“Think aloud”teaching method,while the control group used traditional lecture-based methods.The performance on case analysis assessments and teaching satisfaction were compared.Results:There were no statistical differences in assessment scores between the two groups(P>0.05).However,non-clinical majors in the experimental group had significantly better scores than their counterparts in the control group(P<0.05).Conclusion:“Think aloud”-centered teaching methods are beneficial for developing clinical thinking skills,particularly for students with weaker foundational knowledge.