中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (3): 445-447.DOI: 10.3760/cma.j.issn.1673-677X.2017.03.028

• 临床教学 • 上一篇    下一篇

专病小组模式在危重病医学教学中的应用研究

田锐, 金卫, 夏丰, 周志刚, 王瑞兰   

  1. 201620 上海交通大学附属第一人民医院急诊危重病科
  • 出版日期:2017-03-01 发布日期:2020-12-09
  • 通讯作者: 王瑞兰, Email:wangyusun@hotmail.com

Practice of the “specific disease group model” in critical care medicine teaching

Tian Rui, Jin Wei, Xia Feng, Zhou Zhigang, Wang Ruilan   

  1. Department of Critical Care Medicine, Shanghai General Hospital, Shanghai Jiao Tong University, Shanghai 201620, China
  • Online:2017-03-01 Published:2020-12-09
  • Contact: Wang Ruilan, Email:wangyusun@hotmail.com

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摘要： 目的 评价专病小组模式相较于常规教学模式在危重病科临床实习教学中的应用效果。方法 将在上海交通大学附属第一人民医院急诊危重病科实习的36名学生随机分为实验组和对照组,实验组12人,对照组24人,进行为期1个月的临床实习,实习结束后,进行出科考试、出科讲座和问卷调查,进行实习效果评价,并在学生整个实习学年结束后,统计两组学生发表论文、获得课题资助和奖项情况,进行科研能力评价。结果 两组学生在出科考试成绩上的差异无统计学意义(t=1.737, P＞0.05),但实验组学生在主题讲座、问卷调查结果、论文写作、课题申报方面优于对照组学生。结论 专病小组模式在学生临床思维、自主学习、综合分析和科研能力培养方面优于传统实习模式;学生在临床参与度、兴趣、实习满意度方面的体验优于传统模式学生。

关键词: 危重病学, 医学生, 专病小组模式

Abstract: Objective Evaluation the effect of the “specific disease group model” in critical care medicine teaching.Methods When the 36 students joining our department of Critical Care Medicine of Shanghai General Hospital, they were divided into two groups: the experiment group and the control group(12 of experiment group and 24 of control group), to do the one month clinical practice. When they finished the practice, they took tests, gave lecture and answered the questionnaire to receive the evaluation of the practice. After they finished the whole year practice, we calculated the papers, subjects and rewards the students got, to evaluate the research ability of the students according to the group they belonged to.Results There were no statistic deference of exam results within the two groups(t=1.737, P＞0.05). But the students of the experiment group did better than the control group students in lecture, questionnaire, paper writing and subject application.Conclusions The “specific disease group” model had superiority in training the students' clinical thinking, self-study ability and research ability, compared to the regular group. Meanwhile , the students in the “specific disease group” had the better experience of clinic work, interest and satisfaction.

Key words: Critical care medicine, Medical student, Specific disease group model