中华医学教育杂志

中华医学教育杂志 >

2017 , Vol. 37 >Issue 3: 407 - 410

DOI: https://doi.org/10.3760/cma.j.issn.1673-677X.2017.03.019

教学方法

两种教学方法相结合在老年病科见习教学中的应用效果评价

  • 葛伟 ,
  • 王骞 ,
  • 王晓明 ,
  • 张倩 ,
  • 薛明涛 ,
  • 李翠 ,
  • 王艳妮
展开
  • 710032 西安,第四军医大学西京医院老年病科(葛伟、王晓明、张倩、薛明涛、李翠、王艳妮);
    710032 西安,第四军医大学2012级临床医学专业(王骞)

网络出版日期: 2020-12-09

基金资助

国家自然科学基金(81471409、81271449); 中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题(2016A-QK002); 第四军医大学2012年度青年英才支持计划([2012]-19)

收起

Application of two teaching methods in clinical clerkship in geriatrics

  • Ge Wei ,
  • Wang Qian ,
  • Wang Xiaoming ,
  • Zhang Qian ,
  • Xue Mingtao ,
  • Li Cui ,
  • Wang Yanni
Expand
  • Department of Geriatrics, Xijing Hospital, the Fourth Military Medical University, Xi'an 710032, China(Ge W, Wang XM, Zhang Q, Xue MT, Li C, Wang YN);
    Grade 2012, Clinical Medicine Major, the Fourth Military Medical University, Xi'an 710032, China(Wang Q)

Online published: 2020-12-09

Fold

摘要

目的 评价以案例为基础学习(case-basedlearning, CBL)教学方法结合“是什么-为什么-怎么样-怎么办”(What-Why-How-How do,W2H2)思维教学方法在老年病科临床见习中的教学效果。方法 以在老年病科临床见习的45名学生为研究对象,随机分为 CBL+W2H2教学组(n=23) 和传统教学组(n=22),分别进行临床带教。通过理论考核、病例书写考核及问卷调查比较两组教学效果。结果 CBL+W2H2教学组学生不仅在考核成绩上优于传统教学组学生,而且在学习主动性、医患沟通能力、学员自信心建立方面也优于传统教学组学生。结论 CBL教学方法结合W2H2思维教学方法有助于提升老年病科见习的教学质量。

关键词： 老年病学; 临床见习; 以案例为基础学习; 教学方法

本文引用格式

葛伟 , 王骞 , 王晓明 , 张倩 , 薛明涛 , 李翠 , 王艳妮 . 两种教学方法相结合在老年病科见习教学中的应用效果评价[J]. 中华医学教育杂志, 2017 , 37(3) : 407 -410 . DOI: 10.3760/cma.j.issn.1673-677X.2017.03.019

Abstract

Objective To investigate the effect of case-based learning (CBL) and What-Why-How-How do (W2H2) thinking training in clerkship in geriatrics department.Methods 45 clerkship students in the department of geriatrics were randomly divided into CBL+ W2H2 teaching group (n=23) and traditional teaching group (n=22). At the end of clerkship,theoretical examination,clinical case writing examination and questionnaire were carried out.Results The scores of students in CBL+W2H2 teaching group were higher than those in traditional teaching group. In addition, the learning initiative, the ability of doctor-patient communication and self-confidence of students in CBL+W2H2 teaching group were better than those in traditional teaching group.Conclusions Combined teaching methods of CBL and W2H2 thinking training can improve the teaching quality in the clinical clerkship in geriatrics department.

Key words： Geriatrics; Clinical clerkship; Case-based learning; Teaching method

参考文献

[1] Hay PJ, Katsikitis M. The ‘expert' in problem-based and case-based learning: necessary or not[J]？ Med Educ, 2001, 35(1): 22-26. DOI: 10.1046/j.1365-2923.2001.00679.x.
[2] Hodges LC. From problem-based learning to interrupted lecture: Using case-based teaching in different class formats [J]. Biochem Mol Biol Educ, 2005, 33(2): 101-104.
[3] 丁国芳, 杨最素, 闫海强, 等. 以案例为基础学习教学方法在人体解剖学教学中的应用[J]. 中华医学教育杂志, 2011, 31(3): 391-393. DOI: 10.3760/cnm.j.issn.1673-677X.2011.03.025.
Ding GF, Yang ZS, Yan HQ, et al. Research and practice on the teaching of case-based learning courses in human anatomy[J]. Chin J Med Edu, 2011, 31(3): 391-393. DOI: 10.3760/cnm.j.issn.1673-677X.2011.03.025.
[4] 彭慧琴, 危晓莉, 毛峥嵘, 等. 案例教学法结合W2H2思维教学法在比较形态学实验教学中的应用[J]. 基础医学与临床, 2015, 35(10): 1437-1439.
Peng HQ, Wei XL, Mao ZR, et al. The application of combined teaching method of case-based learning and W2H2 thinking-type learning in the comparative morphology experiment teaching[J]. Basic & Clinical Medicine, 2015, 35(10): 1437-1439.
[5] 苏娟, 田昆仑, 唐兰兰, 等."W2H2"思维网络法在病理生理学教学中的应用[J]. 四川生理科学杂志,2008, 30(2): 92-93.
[6] Lee BF, Chiu NT, Li CY. Value of case-based learning in a nuclear medicine clerkship[J]. J Am Coll Radiol, 2013, 10(2) : 135-141. DOI: 10.1016/j.jacr.2012.07.015.
[7] Lutsky K, Glickel SZ, Weiland A, et al. What every resident should know about wrist fractures: case-based learning[J]. Instr Course Lect, 2013, 62: 181-197.
Options
文章导航

/

〈 〉