混合式教学是将多种教学方法与网络化教学的优势相结合充分发挥学生为主体、教师为主导的一种教学方法。本研究以北京大学第一医院全科医师的儿科临床思维能力培训为例,阐述了其设计和实施过程,通过问卷调查、理论和病例分析考核评价培训效果。结果显示,62名学员中,51名(82.3%)学员对本次培训感到非常满意。培训后理论考核成绩为(68.0±14.8)分,与培训前的(66.0±13.1)分相比,差异无统计学意义(t=-0.99,P=0.327);培训后病例分析考核成绩为(75.5±10.7)分,高于培训前的(62.4±15.1)分,其差异具有统计学意义(t=-7.41,P＜0.001)。可见,采用混合式教学有助于提高全科医师的儿科临床思维能力,可以进一步推广。
张家玮
,
祁祯楠
,
齐建光
,
姚弥
,
刘舒嫣
,
吴娜威
,
张欣
,
闫辉
,
迟春花
. 混合式教学在全科医师的儿科临床思维培训中的应用[J]. 中华医学教育杂志, 2023
, 43(6)
: 414
-417
.
DOI: 10.3760/cma.j.cn115259-20220802-00970
Interactive teaching is a teaching method that combines the advantages of multiple teaching methods and networked teaching to give full play to students as the main body and teachers as the leading role. This research took the training of pediatric clinical thinking ability for general practitioners from Peking University First Hospital as an example. The design and implementation process was described. The training effect was evaluated by questionnaire, knowledge exam and case analysis. The results showed that 51(82.3%) of the 62 participants were very satisfied with the training. The knowledge score after training (68.0±14.8) was higher than that before training (66.0±13.1), there was no statistically significant difference (t=-0.99,P=0.327). The case analysis assessment score after training (75.5±10.7) was higher than that before training (62.4±15.1), and it has statistically significant difference (t=-7.41,P<0.001). It can be seen that using interactive teaching helps to improve pediatric clinical thinking ability for general practitioners, which can be further promoted.
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