目的 探索SNAPPS(summarize、narrow、analyze、probe、plan、and select)床边带教方法在儿科学教学中的应用效果。方法 选择浙江省绍兴市文理学院医学院2013级五年制临床医学专业67名学生为研究对象,将其随机分为实验组34人,对照组33人,实验组采用SNAPPS床边带教方法,对照组采用传统讲授式床边带教方法。儿科学实习结束后采用出科理论测试和问卷调查的方法对2组学生实习效果进行比较。结果 实验组学生的出科考成绩(88.09±7.73)分优于对照组学生成绩(81.69±6.70)分,两组比较差异具有统计学意义(t=2.07,P<0.05)。在提高自主学习能力、培养探究学习能力、提高分析交流总结能力、提高临床思维能力、有益于未来医疗工作、对教学方法的满意度方面,实验组明显优于对照组,差异具有统计学意义(χ²值分别为4.70、13.39、11.15、9.36、10.29、21.95, 均P<0.05) 。结论 SNAPPS床边带教方法效果优于传统讲授式床边带教方法,可以激发学生的学习兴趣,提高儿科学教学效果。

Objective To explore the effect of SNAPPS ( summarize the case, narrow the differential, analyze the differential, probe the preceptor, plan management, and select an issue for self directed learning method ) in pediatrics teaching. Methods there were 67 students of grade 2013, five year medical education program in the Medical College, Shaoxing University who were randomly divided into experimental group (33 students) and control group (34 students). The experimental group adopted SNAPPS bedside teaching method, while the control group adopted traditional teaching method. After the teaching, the theoretical knowledge test and teaching effect were adopted. The method of questionnaire survey evaluates teaching effect and compares two groups of students' practice effect. Results The theoretical knowledge score of the experimental group(88.09±7.73)was superior than that of the control group(81.69±6.70), the difference was statistically significant(t=2.07,P<0.05). Self-learning ability, inquiry learning ability, analysis, communication, summary and expression ability, clinical thinking ability, benefiting future medical work and satisfaction with teaching methods in the experimental group were superior than that of the control group.(χ² were 4.70、13.39、11.15、9.36, 10.29、21.95 respectively, all P<0.05). Conclusions The teaching effect of SNAPPS bedside teaching method is better than that of traditional teaching method. It can improve students' learning interest, and improve the effect of pediatric clinical teaching.