中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (9): 814-817.DOI: 10.3760/cma.j.cn115259-20210329-00422

• 教学方法 • 上一篇    下一篇

互动式案例教学在八年制临床医学专业康复医学课后学习中的应用

赵肖奕, 舒璇, 陈铮威, 陈丽霞   

  1. 中国医学科学院 北京协和医院康复医学科 100730
  • 收稿日期:2021-03-29 发布日期:2021-08-31
  • 通讯作者: 陈丽霞, Email: clx727@126.com, 电话: 010-69151982
  • 基金资助:
    北京协和医学院本科教学改革项目(2018ZLGC0118)

Application of interactive case teaching in after-class learning of rehabilitation medicine for eight-year program medical students

Zhao Xiaoyi, Shu Xuan, Chen Zhengwei, Chen Lixia   

  1. Department of Physical Medicine & Rehabilitation, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences, Beijing, 100730 China
  • Received:2021-03-29 Published:2021-08-31
  • Contact: Chen Lixia, Email: clx727@126.com, Tel: 0086-10-69151982
  • Supported by:
    Teaching Reform Project of Undergraduate Course in Chinese Academy of Medical Sciences (2018ZLGC0118)

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摘要： 目的 探讨互动式案例教学在八年制临床医学专业康复医学课后学习中的应用效果。方法 2020年3月至2020年10月,选取北京协和医学院2014级和2015级八年制临床医学专业110名学生为研究对象,2014级55名学生为试验组,2015级55名学生为对照组。在康复医学理论课教学结束后,试验组学生采取互动式案例教学方法完成课后作业,对照组学生采取传统教学方法完成课后作业。通过两组学生的考核成绩和问卷调查结果评价学习效果。结果 两组学生的课程考核均获得“合格”成绩。问卷调查结果显示,试验组学生在沟通合作、病人照护和终身学习等方面的自评分均高于对照组学生[8.0(7.7,9.0)分比7.0(6.0,8.7)分,8.0(7.8,9.0)分比7.5(6.8,8.5)分,8.7(8.0,9.0)分比7.7(6.3,8.3)分],其差异均具有统计学意义(均P＜0.01)。试验组学生对课后作业和课程的满意度均高于对照组学生[9(9,10)分比9(8,10)分,9(8,10)分比8(7,9)分],其差异均具有统计学意义(均P＜0.05)。两组学生完成课后作业耗时分别为[(4.28±0.14)小时比(4.35±0.16)小时],其差异无统计学意义(t =-0.3,P=0.764)。 结论 在康复医学课后学习中采用互动式案例教学,有助于提高八年制临床医学专业学生的综合能力,得到了学生的认可。

关键词: 康复医学, 互动式案例教学, 临床医学专业学生, 教学效果

Abstract: Objective To explore the application and effect of interactive case teaching in after-class learning of rehabilitation medicine for eight-year program undergraduates. Methods From March 2020 to October 2020,fifty five students of Grade 2014 in Peking Union Medical College were selected as the experimental group, while 55 students of Grade 2015 were selected as control group. After classes of basic theory, the experimental group received interactive case teaching as homework, while the control group completed their homework in traditional way. Results of assessment and questionnaire were used to evaluate learning outcomes. Results Both groups were qualified in the assessment. The survey showed that, compared to the students of control group, the capacity of communication, collaboration, patient care and life-long learning of students in experiment group was significantly higher [8.0(7.7,9.0)vs. 7.0(6.0,8.7),8.0(7.8,9.0)vs. 7.5(6.8,8.5),8.7(8.0,9.0)vs. 7.7(6.3,8.3)] with statistical significance (all P＜0.01). The experimental group also showed higher satisfaction score in the homework and the course [9(9, 10) vs. 9(8, 10), 9(8, 10) vs. 8(7, 9)] with statistical significance (all P＜0.05). Time consumption [(4.28±0.14) vs. (4.35±0.16) ]showed no difference(t=-0.3,P=0.764). Conclusions Interactive case teaching as a kind of after-class learning of rehabilitation medicine can significantly improve capacity building of eight-year program medical students with higher satisfaction.

Key words: Rehabilitation medicine, Interactive case teaching, Medical students, Teaching effects

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