中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (2): 238-242.DOI: 10.3760/cma.j.issn.1673-677X.2017.02.018

• 教学方法 • 上一篇    下一篇

立体化教学方法在外科学教学中的应用

易剑锋, 叶蓁蓁, 潘海邦, 董小鹏, 易华, 黄建梅   

  1. 730000 兰州,甘肃中医药大学临床医学院外科学教研室(易剑锋、潘海邦、董小鹏、易华、黄建梅),诊断学教研室(叶蓁蓁)
  • 出版日期:2017-02-01 发布日期:2020-12-09
  • 通讯作者: 叶蓁蓁, Email:yijf02@163.com
  • 基金资助:
    2015年甘肃中医药大学教学改革项目(230514520208)

Application of stereo teaching in surgical teaching

Yi Jianfeng, Ye Zhenzhen, Pan Haibang, Dong Xiaopeng, Yi Hua, Huang Jianmei   

  1. Surgical Staff Room, Clinical School of Gansu University of Chinese Medicine, Lanzhou 730000, China (Yi JF, Pan HB, Dong XP, Yi H, Huang JM);
    Diagnosis Staff Room, Clinical School of Gansu University of Chinese Medicine, Lanzhou 730000, China(Ye ZZ)
  • Online:2017-02-01 Published:2020-12-09
  • Contact: Ye Zhenzhen, Email:yijf02@163.com

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摘要： 目的 探讨立体化教学方法在外科学教学中的应用效果。方法 采用实验对照方法。选取甘肃中医药大学2012级五年制中医学专业80名学生为研究对象。将学生随机分成实验组和对照组,每组40人。实验组采用立体化教学方法,对照组采用多元化教学方法。课程结束后,采用双盲法对两组学生进行模拟执业医师资格考核,并就教学满意度和学习效果进行问卷调查。结果 实验组学生的教学参与程度、教学方法、考核难度及课后受益的满意度评分与对照组相比,差异均具有统计学意义(均P<0.05)。教学结束之后,除自主学习能力、逻辑思维能力、学习信心、基础知识理解掌握项目外,实验组学生的其余各项自我评价指标评分与对照组相比,差异均具有统计学意义(均P<0.01)。实验组学生理论考核成绩及临床技能考核成绩与对照组相比,差异均具有统计学意义(均P<0.01)。结论 立体化教学方法能够调动医学生学习的内驱力,促进学生对知识的掌握和运用,有助于学生能力的培养和提高,提高了外科学的教学效果。

关键词: 立体化教学方法, 外科学, 模拟执业医师资格考核, 应用

Abstract: Objective To investigate the application effect of stereo teaching in surgical teaching.Methods 80 students in grade 2012 of five-year program Chinese medicine major from Gansu University of Chinese medicine were randomly divided into two groups by single blind method. 40 students in experimental group were taught by stereo teaching, 40 students in control group were taught by multiple teaching. All students were checked by simulated medical licensing examination in double blind method, and a questionnaire survey was conducted. Data was analyzed by SPSS 19.0.Results The satisfaction scores of participation degree of teaching, teaching methods, examination difficulty, course arrangement and benefit in the experimental group was higher than the control group (all P<0.05). The differences of the other self evaluation scores except autonomous learning ability, logical thinking ability, learning confidence, understanding and mastery of basic knowledge in the experimental group after learning were statistically significant (all P<0.01). The scores and the improvement of the overall ability between two groups were statistically significant (all P<0.01).Conclusions Stereo teaching could improve students' learning drive, mastery and application of knowledge, core competence and the teaching effect of surgery.

Key words: Stereo teaching, Surgical teaching, Simulated medical licensing examination, Application