中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (3): 183-186.DOI: 10.3760/cma.j.issn.1673-677X.2020.03.006

• 教学方法 • 上一篇    下一篇

基础医学整合课程联合两种教学方法对医学生批判性思维能力影响的研究

张彩华1, 关莉莉2, 李骢1, 任翔3, 孔力3, 马海英3   

  1. 1大连医科大学基础医学院病理生理学教研室 116044;
    2大连医科大学基础医学院生理学教研室 116044;
    3大连医科大学基础医学院组织学与胚胎学教研室 116044
  • 收稿日期:2019-06-12 发布日期:2020-12-10
  • 通讯作者: 马海英, Email: hyma20060602@aliyun.com, 电话: 0411-86110315
  • 基金资助:
    辽宁省教育科学“十三五”规划2017年立项课题(JG17DB121);2018年、2019年大连医科大学教学改革课题(DYLX18006、DYLX19005);中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2018年医学教育研究立项课题(2018B-N05025)

Study on the influence of integrated basic medical system combined with two teaching methods on the critical thinking ability of clinical medical students

Zhang Caihua1, Guan Lili2, Li Cong1, Ren Xiang3, Kong Li3, Ma Haiying3   

  1. 1Department of Pathophysiology, College of Basic Medicine Sciences, Dalian Medical University, Dalian 116044, China;
    2Department of Physiology, College of Basic Medicine Sciences, Dalian Medical University, Dalian 116044, China;
    3Department of Histology and Embryology, College of Basic Medicine Sciences, Dalian Medical University, Dalian 116044, China
  • Received:2019-06-12 Published:2020-12-10
  • Contact: Ma Haiying, Email: hyma20060602@aliyun.com, Tel: 0086-411-86110315
  • Supported by:
    The 2017 13th Five-Year Plan of Education Science in Liaoning Province(JG17DB121); 2018 and 2019 Teaching Reform Program of Dalian Medical University(DYLX18006,DYLX19005); Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2018 Medical Education Research Project(2018B-N05025)

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摘要： 目的 探讨基础医学系统整合联合基于问题学习、基于案例学习教学(以下简称系统整合教学)对医学生批判性思维能力的影响。方法 2018年6月以大连医科大学五年制临床医学专业184名学生为研究对象,将其分为试验组和对照组,试验组89名学生实施“卓越医生新模式培养计划”,进行基础医学系统整合教学,对照组95名学生实施以学科为中心的传统教学。采用中文版批判性思维量表(Critical Thinking Disposition Inventory-Chinese Version,CTDI-CV)评价基础医学系统整合教学对医学生批判性思维能力的培养效果。 结果 试验组的批判性思维能力总分明显高于对照组,差异具有统计学意义 (P＜0.01) 。试验组的开放思想、分析能力、认知成熟度、求知欲4个维度评分高于对照组[(42.03±5.60)分比(39.98±5.47)分、(41.69±6.27)分比(39.43±5.89)分、(42.16±6.93)分比(39.61±8.13)分、(43.74±7.74)分比(40.32±5.63)分],差异均有统计学意义(均P＜0.05)。在70个题目中,17个题目两组间差异具有统计学意义(P＜0.05) 。结论 在临床医学专业学生基础医学教学中,系统整合教学能有效促进医学生批判性思维能力的提高。

关键词: 基础医学, 系统整合教学, 医学生, 批判性思维能力, 教学方法

Abstract: Objective To discuss the effect of system-based integrated curriculum combined with problem-based learning, case-based learning (hereinafter referred to as system-based integrated teaching) in basic medical sciences in the cultivation of clinical medical students' critical thinking ability. Methods A total of 184 students from the 5-year clinical medicine scheme in Dalian Medical University were subjects, which include experiment group (n=89, system integrated teaching mode)and control group(n=95, traditional discipline-centered teaching mode). Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) was used to evaluate the critical thinking ability of students. Results The total score of the experiment group was significantly higher than that of control group (P＜0.01). Open-mindedness, analyticity, inquisitiveness and cognitive maturity of the seven dispositions of experiment group were significantly higher than that of control group [(42.03±5.60)vs(39.98±5.47),(41.69±6.27)vs(39.43±5.89),(42.16±6.93)vs(39.61±8.13),(43.74±7.74)vs(40.32±5.63), all P＜0.05]. There were statistical differences in 17 of 70 items of critical thinking ability of two groups (P＜0.05). Conclusions System-based integrated course facilitates clinical medical students to improve their critical thinking abilities.

Key words: Basic medicine, System integrated course, Medical students, Critical thinking ability, Teaching methods

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