中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (5): 691-695.DOI: 10.3760/cma.j.issn.1673-677X.2017.05.012

• 教学方法 • 上一篇    下一篇

小组讨论结合基于案例学习的教学方法在全科医学社区临床实践教学中的应用

吴薇, 翟桂英, 王小飞, 薛凌   

  1. 121001 锦州医科大学人文与管理学院(吴薇),锦州医科大学辽宁省体质特征研究重点实验室(翟桂英),医学教育研究所(王小飞);
    121001 锦州医科大学附属第三医院全科医学系(薛凌)
  • 出版日期:2017-05-01 发布日期:2020-12-09
  • 通讯作者: 王小飞, Email:594638790@qq.com
  • 基金资助:
    2014年辽宁医学院教学改革研究项目(YA2014021);辽宁省“十二五”教育规划课题(JG13DB171)

Application of Seminar method combined with case-based learning in clinical teaching of general medicine

Wu Wei, Zhai Guiying, Wang Xiaofei, Xue Ling   

  1. Humanity and Management School of Jinzhou Medical University, Jinzhou 121001, China (Wu W);
    The Liaoning Province Key Laboratory of Chinese Physical Characteristics Research, Jinzhou Medical University, Jinzhou 121001, China (Zhai GY);
    Medical Education Institute of Jinzhou Medical University, Jinzhou 121001, China (Wang XF);
    General Medicine Department, The Third Affiliated Hospital of Jinzhou Medical University, Jinzhou 121001, China (Xue L)
  • Online:2017-05-01 Published:2020-12-09
  • Contact: Wang Xiaofei, Email:renpu1970@hotmail.com

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被引次数

1

摘要： 目的 探讨小组讨论结合基于案例学习的教学方法在全科医学课程临床实践教学中的应用效果。方法 将2015年9月至2016年6月在锦州医科大学附属第一医院临床实习的学生随机分为实验组60名学生、传统教学组60名学生和基于问题学习教学组60名学生。实验组采用小组讨论结合基于案例学习的教学方法。结果 实验组的理论知识、临床技能等5项指标均优于传统教学组 (均P＜0.05);实验组在理论知识考核中与基于问题学习组差异无统计学意义(LSD-t=2.635,P>0.05),其余4个考核点成绩均优于基于问题学习组(均P＜0.05)。实验组学生对教学方法的满意度高于传统教学组;实验组学生教学满意度与基于问题学习组相比差异无统计学意义(χ2=0.702,P>0.05)。结论 小组讨论结合基于案例学习的教学方法优于传统教学,该教学方法与基于问题学习教学方法相比,能够进一步全面综合提高学生成绩。

关键词: 小组讨论, 基于案例学习, 教学方法, 全科医学, 社区教学

Abstract: Objective To evaluate the effect of application of Seminar combined with case-based learning(CBL) teaching in clinical teaching of General medicine.Methods From September 2015 to June 2016, students who were clinical practiced in the First Affiliated Hospital of Jinzhou Medical University were randomly divided into 60 people in experimental group, 60 people in the traditional teaching group, and 60 people in the problem-based learning (PBL) group. The experimental group was used by Seminar combined with case teaching.Results The scores of theoretical evaluation test, clinical skills assessment, etc in the experimental group were all better than those of the traditional teaching group (all P＜0.05). There was no significant difference of the scores of theoretical evaluation test between the experimental group and the PBL group (LSD-t=2.635, P＞0.05), while the rest of four scores were better than the PBL group (all P＜0.05).The degree of students' satisfaction to teaching method in experimental group was higher than the traditional teaching group. While there was no significant difference between the experimental group and the PBL group (χ2=0.702, P＞0.05).Conclusions The effect of application of Seminar teaching method combined with the case-based learning is better than the traditional teaching methods. Compared with the PBL teaching method, this new teaching method can further improve the students' achievement.

Key words: Seminar, Case-based learning, Teaching method, General medicine, Community teaching