中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (2): 282-285.DOI: 10.3760/cma.j.issn.1673-677X.2017.02.028

• 研究生教育 • 上一篇    下一篇

角色扮演教学方法在中医硕士专业学位研究生呼吸内科学教学中的应用

郑延龙, 朱振刚, 常力, 刘超武, 钟新春, 狄冠麟   

  1. 300193 天津中医药大学第一附属医院呼吸科
  • 出版日期:2017-02-01 发布日期:2020-12-09
  • 通讯作者: 朱振刚, Email:airforcechina@aliyun.com
  • 基金资助:
    天津中医药大学教育教学改革研究课题(2013JYA015)

Application of role-playing teaching method in respiratory internal medicine teaching of Traditional Chinese Medicine postgraduate

Zheng Yanlong, Zhu Zhengang, Chang Li, Liu Chaowu Zhong Xinchun, Di Guanlin   

  1. Department of Respiratory, The First Teaching Hospital of Tianjin University of Traditional Chinese Medicine, Tianjin 300193, China
  • Online:2017-02-01 Published:2020-12-09
  • Contact: Zhu Zhengang, Email:airforcechina@aliyun.com

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摘要： 目的 探讨角色扮演教学方法在中医硕士专业学位研究生呼吸内科学教学中的应用效果。方法 选择在天津中医药大学第一附属医院呼吸科实习的中医硕士专业学位研究生60人为研究对象。将研究生分为两组,对照组30人,采用传统教学方法教学;实验组30人,采用角色扮演方法教学。实习结束后,通过理论考核、临床能力考核和问卷调查方式了解角色扮演方法在临床教学中的效果。结果 实习前后两组学生理论考核成绩相比,差异均无统计学意义(均P＞0.05);比较两组学生临床能力考核成绩,差异具有统计学意义(t=7.354,P＜0.05)。问卷调查结果显示,在提高自学能力、解决实际问题能力方面,实验组学生比对照组学生强;在知识的融会贯通及医患沟通方面,两组学生相比差异均具有统计学意义(均P＜0.05)。但是,比较两组学生对教学方法的接受程度,差异无统计学意义(t=0.158,P>0.05)。 结论 角色扮演教学方法调动了研究生的主观能动性,提高临床能力,有利于研究生临床思维的培养。

关键词: 角色扮演方法, 临床实习, 中医硕士专业学位, 应用

Abstract: Objective To study the application effect of role-playing teaching method in respiratory internal medicine teaching.Methods The reach objects were 60 TCM internship postgraduates in the respiratory of First Teaching Hospital of Tianjin University of TCM. They were divided into two groups. The control group had 30 postgraduates and used traditional teaching, while the experimental group also had 30 postgraduates and used role-playing teaching. After internship, the effect of role-playing teaching method was gained by theory examination, clinical ability assessment and questionnaire survey.Results There were no significant differences between the experimental group and the control group students in the theory scores before and after the internship(all P＞0.05), experimental group was better on clinical ability improvement(t=7.354, P＜0.05). Questionnaire survey results showed that experimental group was better than control group on improvement of self-learning ability and ability to solve practical problems. In addition, the difference in knowledge digesting and doctor-patient communication was statistically significant(all P＜0.05). However, difference of teaching method acceptance between two groups was not statistically significant(t=0.158, P>0.05).Conclusions Role-playing teaching method can motivate the students' subjective initiative,improve the ability of clinical practice and was more helpful to the clinical thinking training of TCM postgraduate.

Key words: Role-playing teaching method, Clinical practice, TCM postgraduate, Application