Mr. Whiston taught sixth-grade science. On the first day of class, hegave us a lecture about a creature called the cattywam-pus, an ill-adapted nocturnal animal that was wipedout during the Ice Age. He passed around a...Mr. Whiston taught sixth-grade science. On the first day of class, hegave us a lecture about a creature called the cattywam-pus, an ill-adapted nocturnal animal that was wipedout during the Ice Age. He passed around a skull as hetalked. We all took notes and later had a quiz. When he returned my paper, I was shocked. Therewas a big red X through each of my answers. I hadfailed. There had to be some mistake. I had written downexactly what Mr. Whiston said. Then I realized thateveryone in the class had failed. What had happened?展开更多
目的探讨住院医师作为教师(Residents as Teachers,RAT)的小讲课在超声医学科住院医师规范化培训中的作用,为探索新的小讲课模式提供理论依据和可行性方案。方法通过腾讯问卷对广东省人民医院超声医学科培训基地住院医师和部分已结业医...目的探讨住院医师作为教师(Residents as Teachers,RAT)的小讲课在超声医学科住院医师规范化培训中的作用,为探索新的小讲课模式提供理论依据和可行性方案。方法通过腾讯问卷对广东省人民医院超声医学科培训基地住院医师和部分已结业医师27名进行调查。A模式代表“指导医师授课、住院医师听”,B模式代表“住院医师授课,老师指导点评”,C模式代表“住院医师授课,高年级住院医师点评,老师指导点评”,根据岗位核心胜任力设置八个条目。采用SPSS 25.0软件和R 4.3.1软件对三种授课模式的得分数据进行统计分析及绘图。结果13人(48.2%)选择C模式,为三种授课模式中最受欢迎的,9人(33.3%)选择A模式,5人(18.5%)选择了B模式。C模式在培养独立思考能力方面比A、B两种授课模式更有效果,并具有统计学意义(P<0.05);C模式在提高自我学习能力方面比A模式更明显,具有统计学差异(P<0.05)。在其它方面,三种授课模式并没有统计学意义。未点评和已点评年级在所有条目选择差异无统计学意义。结论指导老师的临床小讲课不可或缺;同时,RAT的小讲课也值得推广和探索,可以作为住院医师教学能力培训的方式,提高住院医师各方面的岗位核心胜任力。展开更多
文摘Mr. Whiston taught sixth-grade science. On the first day of class, hegave us a lecture about a creature called the cattywam-pus, an ill-adapted nocturnal animal that was wipedout during the Ice Age. He passed around a skull as hetalked. We all took notes and later had a quiz. When he returned my paper, I was shocked. Therewas a big red X through each of my answers. I hadfailed. There had to be some mistake. I had written downexactly what Mr. Whiston said. Then I realized thateveryone in the class had failed. What had happened?
文摘目的探讨住院医师作为教师(Residents as Teachers,RAT)的小讲课在超声医学科住院医师规范化培训中的作用,为探索新的小讲课模式提供理论依据和可行性方案。方法通过腾讯问卷对广东省人民医院超声医学科培训基地住院医师和部分已结业医师27名进行调查。A模式代表“指导医师授课、住院医师听”,B模式代表“住院医师授课,老师指导点评”,C模式代表“住院医师授课,高年级住院医师点评,老师指导点评”,根据岗位核心胜任力设置八个条目。采用SPSS 25.0软件和R 4.3.1软件对三种授课模式的得分数据进行统计分析及绘图。结果13人(48.2%)选择C模式,为三种授课模式中最受欢迎的,9人(33.3%)选择A模式,5人(18.5%)选择了B模式。C模式在培养独立思考能力方面比A、B两种授课模式更有效果,并具有统计学意义(P<0.05);C模式在提高自我学习能力方面比A模式更明显,具有统计学差异(P<0.05)。在其它方面,三种授课模式并没有统计学意义。未点评和已点评年级在所有条目选择差异无统计学意义。结论指导老师的临床小讲课不可或缺;同时,RAT的小讲课也值得推广和探索,可以作为住院医师教学能力培训的方式,提高住院医师各方面的岗位核心胜任力。
