神经内科教学中应用收缩圈联合三级线索思维法的效果

Effects of Applying Contraction Circle Combined with Three-level Clue Thinking Method in Neurology Teaching

目的探究神经内科教学中应用收缩圈联合三级线索思维法的效果。方法选取2023年1—12月东台市人民医院神经内科的60名实习生为研究对象。采用盲摸双色球法分为研究组与参照组,各30名。参照组采用以案例为基础的教学法联合以问题为导向的教学法,研究组采评分用收缩圈联合三级线索思维法教学。比较两组的学习成绩及教学模式认可程度。结果研究组体格检查评分为(84.78±2.35)分,检查结果判读评分为(90.85±2.45)分,病历书写评分为(88.72±2.68)分,理论知识评分为(91.45±3.54)分,高于参照组的(81.48±2.50)分、(83.34±2.58)分、(82.45±3.15)分、(83.64±4.51)分,差异有统计学意义(t=5.268、11.561、8.304、7.461,P均<0.05)。研究组教学模式认可程度评分高于参照组,差异有统计学意义(P均<0.05)。结论收缩圈联合三级线索思维法能够提高神经内科教学质量,提高实习生的学习成绩及教学模式认可程度。

Objective Explore the effect of applying contraction circle combined with three-level clue thinking method in neurology teaching.Methods Sixty interns from the Department of Neurology of Dongtai People's Hospital from January to December 2023 were selected as the study subjects.They were divided into research group and reference group,thirty each,using blind touch bicolor method.The reference group was taught by case-based teaching method combined with problem-based teaching method,and the research group was taught by shrinking circle combined with three-level clue thinking method.The academic performance and the degree of recognition of the teaching model were compared between the two groups.Results The score of physical examination of the study group was 84.78±2.35,the score of interpretation of examination results was 90.85±2.45,score of medical record writing was 88.72±2.68,and score of theoretical knowledge was 91.45±3.54,which was higher than 81.48±2.50,83.34±2.58,82.45±3.15,and 82.45±3.15 of the reference group,and the differences were statistically significant(t=5.268,11.561,8.304,7.461,all P<0.05).The scores of the research group's teaching model recognition were higher than those of the reference group,and the differences were statistically significant(all P<0.05).Conclusion Contraction circles combined with a three-tiered cue-thinking approach can improve the quality of neurology teaching and improve interns'performance and acceptance of the teaching model.