目的 探讨以岗位胜任力为核心的多元化互动式教学模式在医学遗传学教学中的应用效果。方法 选择佳木斯大学2012级临床医学专业4个班175名学生为研究对象。将2012级临床医学专业3班和4班94名学生作为实验组,采用以岗位胜任力为核心的多元化互动式教学模式;将2012级临床医学专业1班和2班81名学生作为对照组,采用以传统的讲授法为主的教学模式。两组学生由相同教师授课,采用学生问卷调查结果和课后考试成绩对教学效果进行评价。用SPSS 19.0进行统计学分析。结果 课程考试结果显示,实验组学生平均成绩明显高于对照组学生,其差异具有统计学意义(P<0.01);两组学生的不合格率差异无统计学意义(P﹥0.05)。问卷调查结果显示,实验组大多数学生对以岗位胜任力为核心的多元化互动式教学模式表示认可;在对学生综合能力培养方面,多元化互动式教学模式优于传统讲授法教学模式;在促进学生自主学习方面,多元化互动式教学模式评分高于传统讲授法教学模式。结论 以岗位胜任力为核心的多元化互动式教学模式是可行的,有利于培养医学人文精神和医患沟通能力,培养临床逻辑思维、临床实践技能和团队协作能力,能够提高教学质量,值得借鉴和推广。
Objective To investigate the effect of the diversified interactive teaching model based on the post competency as the core in applied the teaching of medical genetics.Methods 175 students of grade 2012 clinical medicine were selected as research subjects in Jiamusi University, 3, 4 class of 94 students of 2012 grade clinical medicine were used the post competency as the core of multiple interactive teaching model as the experimental group:1, 2 class of 81 students of 2012 grade clinical medicine were used the traditional teaching method as control group, All of the two groups shared the same teachers. The teaching effect was evaluated by the students’ questionnaire and test scores. SPSS 19 statistical software were use for statistical analysis.Results In the questionnaire survey after class, the average score of the experimental group was significantly higher than that of the control group, with statistically difference (P<0.01), there was no significant difference between the two groups. The results of questionnaire survey showed that most of the students in the experimental group were recognized for the diversified interactive teaching model of post competency as the core, the post competence as the core of the diversified interactive teaching model is higher than the traditional teaching method in the comprehensive ability of the students, the post competency as the core of the interactive teaching model is higher than the traditional teaching method in the promotion of students’ autonomous learning.Conclusions This teaching model is feasible to conducive to the cultivation of humanistic spirit of medicine and doctor-patient communication skills and to train the clinical logical thinking, clinical practice skills and teamwork ability, it can improve the quality of teaching and to be expanded.
[1] 李淑贞.生理学实验教学方式的探索与实践[J]. 中华医学教育杂志,2014,34(4): 604-606. DOI:10.3760/cma.j.issn.1673-677X.2014.04.039.
Li SZ.Exploration and practice on experimental teaching pattern inphysioloogg[J]. Chin J Med Edu Res, 2014,34(4):604-606. DOI:10.3760/cma.j.issn.1673-677X.2014.04.039.
[2] 张金波,朱金玲,侯霞,等.构建培养新型医学人才的医学遗传学课程体系改革[J]. 现代生物医学进展,2010,10(16):3106-3108.
Zhang JB, Zhu JL, Hou X, et al.Curriculum reform in medical genetics: Training new medical professionals[J]. Progress in Modern Biomedicine,2010,10(16):3106-3108.
[3] 杨堃,黄昌祺.病例分析教学法在临床麻醉教学中的应用[J]. 西北医学教育,2014,22 (2):401-402.
Yang K, Huang CQ.Application of case-based learning in clinical teaching of anesthesiology[J]. Northwest Med Edu,2014,22(2):401-402.
[4] 方雅青,郭永松.基于岗位胜任力的医学文献检索双语教学改革[J]. 中国高等医学教育,2015(6):65-66. DOI:10.3969/j.issn.1002-1701.2015.06.033.
[5] 刘佳,尚莉丽,储全根,等.以“岗位胜任力”为导向的中医类学生临床能力培养体系的研究与实践[J]. 中医药管理杂志,2015,23(2):4-6.
[6] 顾帝水,孔霞,周艳芳,等.多元互动式教学法在生理科学实验课教学中的探索与实践[J]. 中国高等医学教育,2015(1):107-108. DOI:10.3969/j.issn.1002-1701.2015.01.058.
[7] 谢晓云,彭忠英,崔小妹,等.基于岗位胜任力的应用型本科护理人才培养模式研究[J]. 护理实践与研究,2015,12(8):129-131. DOI:10.3969/j.issn.1672-9676.2015.08.069.
Xie XY, Peng ZY, Cui XM, et al.Construction of nursing talent training mode for cultivate application-oriented undergraduate talents based on the competency model[J]. Nursing Practice and Research,2015,12(8):129-131. DOI:10.3969/j.issn.1672-9676.2015.08.069.
[8] 朱庆双,张建,贾建国,等.以岗位胜任力为核心的临床实践能力培养模式的构建[J]. 医学教育管理,2016,2(1):332-339. DOI:10.3969/j.issn.2096-045X.2016.01.003.
Zhu QS, Zhang J, Jia JG, et al.Construction of clinical training mode with the post competence as a core[J]. Med Edu Mgt,2016,2(1):332-339. DOI:10.3969/j.issn.2096-045gt.2016.01.003.
[9] 胡颖辉.多元化教学在培养学生临床思维能力中的应用研究[J]. 护理研究,2014,28 (12):4325-4327. DOI:10.3969/j.issn.1009-6493.2014.34.043.
Hu YH.Application research on diversified teaching in cultivation of clinical thinking ability of nursing student[J]. Chinese Nursing Research,2014,28(12):4325-4327. DOI: 10.3969/j.issn.1009-6493.2014.34.043.
[10] 郜佩.卓越医生教育中不可缺失的人文情怀[J]. 中华医学教育杂志,2015,35(4):546-547,612. DOI:10.3760/cma.j.issn.1673-677X.2015.04.019.
Gao P.Indispensable humanistic spirit in excellent doctor education[J]. Chin J Med Edu,2015,35(4):546-547,612. DOI:10.3760/cma.j.issn.1673-677X.2015.04.019.
[11] 唐华,黄珀,李著华.创新PBL教学模式在病理生理学教学中的应用[J]. 黑龙江教育学院学报,2013,32(5):66-67. DOI:10.3969/j.issn.1001-7836.2013.05.028.
