目的 探讨行动学习法在临床医学专业本科生内科学见习教学中的应用效果。方法 选择2021年12月在成都市温江区人民医院内科见习的成都中医药大学临床医学专业70名学生为研究对象,按照随机数字表法将其分为试验组35人和对照组35人,试验组学生采用行动学习法,对照组学生采用传统教学,见习结束后比较两组学生的理论考试成绩、教学效果和教学方法满意度。采用t检验及卡方检验进行组间比较。结果 试验组学生理论考试成绩高于对照组学生[(87.25±7.77)分比(74.58±9.85)分];试验组学生对提升自主学习能力、语言表达能力、知识理解掌握、团队协作能力、问题分析能力和带教方法感到满意的学生人数高于对照组,分别为33人(94.3%)比20人(57.1%)、32人(91.4%)比22人(62.9%)、34人(97.1%)比27人(77.1%)、32人(91.4%)比22人(62.9%)、33人(94.3%)比24人(68.6%)和33人(94.3%)比25人(71.4%),其差异均具有统计学意义(均P<0.05)。结论 行动学习法有助于提高临床医学专业本科生对内科学知识的理解和掌握,并得到学生的认可。

Objective To explore the application of action learning in internal medicine clinical clerkship for medical students. Methods The research subjects were 70 medicine students from Chengdu University of Traditional Chinese Medicine in the internal medicine department of the People's Hospital of Wenjiang in 2021. Using random number table method, the subjects were divided into the experimental group (n=35) and the control group (n=35).The students in the experimental group adopted the action learning method the control group adopted the traditional clerkship teaching method. Then, we compared the trainees' performance, evaluation on the learning effect and satisfaction on the teaching methods among the two groups. Student t-test and chi-square test were used for statistical analyses. Results The theory test scores of the experimental group (87.25±7.77) after clerkship were significantly better than those of the control group(74.58±9.85). The evaluation of students in the experimental group in improving their independent learning ability, language expression ability, knowledge comprehension ability, teamwork ability and problem analysis ability were higher than that of the control group [33(94.3%) vs.20 (57.1%), 32(91.4%) vs. 22(62.9%), 34(97.1%) vs. 27(77.1%), 32(91.4%) vs. 22(62.9%), 33(94.3%) 24(68.6%)], and the differences were statistically significant (all P<0.05). The satisfaction of the experimental group with the teaching method was higher than that of the control group [33(94.3%) vs. 25(71.4%)], and the difference between the two groups was statistically significant (P<0.05). Conclusions The action learning method is helpful to improve the understanding and mastery of internal scientific knowledge of undergraduate students in clinical medicine, and has been recognized by students.