中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (2): 92-96.DOI: 10.3760/cma.j.issn.1673-677X.2020.02.004

• 教学方法 • 上一篇    下一篇

医德戏剧式教学方式在思想道德修养与法律基础课程教学中的应用

肖慧欣, 游小留   

  1. 福建医科大学马克思主义学院思想道德修养与法律基础教研室,福州 350122
  • 收稿日期:2019-07-20 发布日期:2020-12-10
  • 通讯作者: 游小留, Email: 252215872@qq.com, 电话: 0591-22869653
  • 基金资助:
    福建省教育科学“十三五”规划2019年度重点课题(FJJKCGZ19-026)

Application of medical ethics drama in the teaching of ideological and moral cultivation and the legal basis

Xiao Huixin, You Xiaoliu   

  1. Department of Ideological and Moral Cultivation and the Legal Basis, School of Marxism, Fujian Medical University, Fuzhou 350122, China
  • Received:2019-07-20 Published:2020-12-10
  • Contact: You Xiaoliu, Email: 252215872@qq.com, Tel: 0086-591-22869653
  • Supported by:
    Key Project of the 13th Five-year Plan on Educational Science of Fujian Province in 2019 (FJJKCGZ19-026)

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摘要： 目的 了解医德戏剧式教学方式在思想道德修养与法律基础课程(以下简称“思法基础”课程)教学中的应用效果。 方法 2019年5月采用简单随机抽样方法,选取福建医科大学五年制临床医学专业480名学生为研究对象,采用自编的“医德戏剧式教学效果”调查问卷对其进行调查,问卷包括调查对象基本情况、“思法基础”课程学习情况、医德戏剧式教学效果评价、医德戏剧式教学改进建议等4部分。 结果 学生对医德戏剧教学效果的总体评价的评分为(40.86±7.09)分。男生对医德戏剧的价值认同高于女生,其差异具有统计学意义[(15.87±3.45)分比(16.46±2.89)分,t=-2.015,P=0.044];有干部经历的学生在参与能力[(16.79±2.91)分比(16.07±2.92)分]、创新思维[(8.26±1.67)分比(7.85±1.61)分]和总体效果[(41.38±7.11)分比(39.85±6.95)分]评分上均高于无干部经历的学生,其差异均具有统计学意义(均P<0.05);课堂内外参与度、学习目标明确度、角色扮演投入度是医德戏剧式教学效果评价的影响因素。 结论 医德戏剧式教学方式应用于“思法基础”课程教学中具有较好的效果。

关键词: 医德戏剧, 效果, 教学, 评价

Abstract: Objective To determine the effectiveness of medical ethics drama in the teaching of ideological and moral cultivation and the legal basis. Methods A simple random sampling method is used to collect 480 students of 5-year clinical medicine from Fujian Medical University in May 2019, through a self-made questionnaire to investigate the student's evaluation on the education outcome of medical ethics drama instruction. The questionnaire including 4 parts: participants' demographic characteristics, study condition, evaluation on medical ethics drama instruction and its suggestion. Results The overall score of the learning outcome evaluation on medical ethics drama is (40.86±7.09). Male students' value recognition on medical ethics drama is higher than female students [(15.87±3.45) vs (16.46±2.89),t=-2.015,P=0.044]. Students with cadre experience get higher score on participation [(16.79±2.91) vs (16.07±2.92)], innovative thinking [(8.26±1.67) vs (7.85±1.61)]and overall evaluation on medical ethics drama [(41.38±7.11) vs (39.85±6.95)] than those without cadre experience, the difference is statistically significant (all P<0.05). Multiple linear regression analysis shows that the degree of drama participation both and out of class, clarity of learning targets, role-playing investment are the influencing factors toward the evaluation of medical ethics drama. Conclusions The results demonstrate that medical ethics drama instruction has a good education effectiveness.

Key words: Medical ethics drama, Effectiveness, Teaching, Evaluation

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