目的 探讨简易标准化病人（simplified standardized patients,SSP）与基于问题学习（problem based learning,PBL）相结合在口腔颌面外科学教学中的可行性及应用效果。方法 选择新疆医科大学2013级五年制口腔医学专业60名见习学生为研究对象,将其随机分成实验组和对照组。在口腔颌面外科学实习教学中,实验组采用SSP与PBL相结合的教学方法;对照组采用传统教学方法。教学结束后,比较两组学生的问卷调查结果、理论考试成绩及临床能力考核结果,以评价教学效果。结果 两组学生理论考试笔试成绩差异无统计学意义（t=0.744,P>0.05）。比较病史采集能力、医患沟通能力、临床诊疗能力等,实验组学生成绩优于对照组,差异具有统计学意义（均P<0.05）。问卷调查结果表明,两种教学方法教学下,学生对教师的满意度无差别,但对课程兴趣程度、课堂活跃程度,增强医学生今后从医信心等方面,实验组优于对照组。结论 SSP结合PBL教学应用于颌面外科学临床教学能够提高医学生的临床诊疗水平,提高颌面外科学的教学质量,增强医学生从医信心;同时,缓解教学资源不足的现状。
胡露露
,
龚忠诚
,
尹小朋
,
王冰
,
方昌
,
陈青立
,
帕热克江·帕塔尔
,
林兆全
,
刘慧
. 简易标准化病人与基于问题学习相结合在口腔颌面外科学教学中的应用[J]. 中华医学教育杂志, 2018
, 38(2)
: 249
-252
.
DOI: 10.3760/cma.j.issn.1673-677X.2018.02.019
Objective To explore the effect and feasibility of SSP (Simplified standardized patients, SSP) combined with PBL (problem based learning, PBL) in oral and maxillofacial surgery teaching course. Methods A total of 60 clinical trainees were randomly divided into A and B groups: group A was treated with SSP and PBL, and group B was treated by traditional teaching method. There were three ways to evaluate the teaching effect including the questionnaire, the tests of basic theory and clinic ability. Results There was no significant difference in the average score of written test between the two groups (t=0.744, P>0.05). Compared with the control group, the difference of history talking, doctor-patient communication, diagnosis and treatment ability between the two groups was statistically significant (all P<0.05). Survey results show that PBL combined with SSP simulation teaching method is superior to the traditional teaching model in many aspects. For example,the degree of interest in the class, the degree of classroom activity and the medical confidence of the medical students in the future. Conclusions The application of SSP combined with PBL teaching model in maxillofacial surgery teaching can improve the clinical diagnosis and treatment level, improve the teaching quality of maxillofacial surgery course, enhance the medical students’ medical confidence and alleviate the contradiction of teaching resources.
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