目的 探讨情境模拟教学方式在临床医学专业学生临床技能学课程的急诊技能教学中的应用效果。方法 采用试验对照方法。2021年3至5月,选取在温州医科大学第二临床医学院见习的2017级五年制临床医学专业60名本科生为研究对象,通过简单随机分组将一个班级29名学生设为试验组,在临床技能学课程的急诊技能教学中采用情境模拟教学方式;另一个班级31名学生设为对照组,在临床技能学课程的急诊技能教学中采用传统教学方式。通过两组学生的期末急诊理论考试和技能操作考试成绩、问卷调查结果评价教学效果。采用t检验、χ²检验进行数据分析。结果 试验组学生的期末急诊理论考核成绩和技能操作考核成绩均高于对照组学生[(85.75±4.41分)比(82.04±6.13)分,(88.79±1.64)分比(84.64±5.15)分],其差异均具有统计学意义(均P＜0.05)。试验组学生认为情境模拟教学方式有助于提高学习主动性[86.2%(25/29),61.3%(19/31)]、提高团队合作能力[69.0%(20/29),32.3%(10/31)]、活跃课堂气氛[89.7%(26/29),67.7%(21/31)]和整体满意度[96.6%(28/29),77.4%(24/31)]的比例均高于对照组学生,其差异均具有统计学意义(均P＜0.05)。结论 情境模拟教学方式有助于提高学生的临床技能学课程期末考试成绩,有助于提高其学习主动性和团队合作能力,有助于活跃课堂气氛、提高学生的整体满意度。

Objective To investigate the application of scenario simulation in emergency skills teaching of clinical skills courses for clinical medicine students. Methods The experimental-control method was adopted. From March to May 2021, 60 five-year program undergraduate students enrolled in 2017 majoring in clinical medicine from the Second Clinical Medical College of Wenzhou Medical University were selected as research subjects. A class of 29 people was randomly divided into an experimental group, and scenario simulation was adopted in the clinical skills course of emergency skills; another class of 31 people was set as the control group, and traditional teaching methods were used in the same course. Teaching effectiveness was evaluated through final emergency knowledge and skills exam scores of two groups of students, as well as the results of a questionnaire survey. T-test and Chi-squared Test were used to analyze the data. Results The emergency knowledge exam scores and skill exam scores of the experimental group students were higher than those of the control group [(85.75±4.41) vs.(82.04±6.13), (88.79±1.64) vs. (84.64±5.15)], and the differences were statistically significant (all P<0.05).The experimental group of students believed that scenario simulation had a higher proportion of benefits in improving learning initiative[86.2%(25/29) vs. 61.3%(19/31)], enhancing teamwork ability[69.0%(20/29) vs. 32.3%(10/31)], creating an active classroom atmosphere[89.7%(26/29) vs. 67.7%(21/31)], and overall satisfaction[96.6%(28/29) vs. 77.4%(24/31)] compared to the control group, and the differences were statistically significant (all P<0.05). Conclusions The situational simulation can help improve students' clinical skills courses exam scores, enhance their learning initiative and teamwork ability, liven up the classroom atmosphere, and enhance their overall satisfaction.