目的 调查医学生对外科教学巡诊的需求。方法 采用问卷调查方法。2022年2月,以中国医学科学院北京协和医学院2014～2016级八年制临床医学专业参加过外科教学巡诊的133名医学生为调查对象,自行设计问卷调查其对外科教学巡诊的需求。组间比较采用卡方检验。结果 118名医学生曾作为讲者参加了外科教学巡诊,其认为在准备教学巡诊中的主要难点是临床专业技能 [87名(73.7%)]和病例诊疗思路 [59名(50.0%)]。医学生认为 “与学生分享个人临床经验”是指导教师最重要的职责[106名(79.7%)]。医学生希望指导教师参与课堂讨论的方式排在第一位的是在巡诊结束时再进行课堂讨论[55名(41.4%)]。已完成实习的医学生(49人)与正在见习或实习的医学生(84人)相比,前者倾向采用基于案例学习的比例高于后者[31名(63.3%)比36名(42.9%)],后者倾向采用传统课堂讲授联合基于案例学习的比例高于前者[48名(57.1%)比18名(36.7%)],其差异具有统计学意义(P=0.023)。结论 指导教师应充分运用自身临床经验指导医学生准备教学巡诊,加深医学生对疾病的理解、提升其临床能力。指导教师应根据学生不同学习阶段的临床能力综合应用传统课堂讲授和基于案例学习的教学方法,合理安排课堂讨论时机便于学生充分讨论,以提高教学巡诊效果。

Objective To investigate the needs of medical students for surgical teaching rounds. Methods A questionnaire survey was used. In February 2022, 133 medical students of the eight-year clinical medicine major of Chinese Academy of Medical Sciences & Peking Union Medical College enrolled from 2014 to 2016 who had participated in the surgical teaching rounds were selected as the subjects, and the questionnaire was designed to investigate their needs for surgical teaching rounds. Chi square test was used for comparison between groups. Results A total of 118 medical students participated in surgical teaching rounds as lecturers, and they believed that the main difficulties in preparing for teaching rounds were clinical professional skills [87(73.7%)] and diagnosis and treatment reasoning [59(50.0%)]. Medical students believed that ″sharing personal clinical experience and answering questions with students″ is the most important responsibility of mentor [106(79.7%)].Ranking first on the way to expect mentors to participate in class discussion is to have class discussion at the end of the teaching rounds [55(41.4%)]. Comparing students who have completed the internship (49 students) and those who were on probation or internships (84 students), the former tended to adopt the case-based learning more than the latter [31(63.3%) vs. 36(42.9%)], whereas the latter tended to adopt the lecture-based learning combined with case-based learning more than the former [48(57.1%) vs. 18(36.7%)], with a statistically significant difference (P=0.023). Conclusions The mentors should make full use of their clinical abilities and experience in guiding students to prepare the teaching rounds, and to deepen the students' understanding of diseases and improve their clinical abilities. Mentors should comprehensively apply the lecture-based and case-based learning according to students' clinical ability at different learning stages, and reasonably arrange the time for classroom discussion so that students can fully discuss, so as to improve the effect of teaching rounds.