目的 探讨知识与技能竞赛在医学遗传学教学中的应用效果。方法 选择佳木斯大学2015级临床医学专业4个班182名学生为研究对象。其中,1班和2班93名学生设为实验组,3班和4班89名学生设为对照组。实验组学生在医学遗传学课程教学结束后,开展医学遗传学知识与技能竞赛。其课程成绩由期末考试成绩(60%)和平时成绩(40%)组成,平时成绩由平时出勤和课堂参与讨论(20%)、实验(10%)、知识与技能竞赛(10%)组成。对照组学生在课程结束后,不开展医学遗传学知识与技能竞赛,与实验组学生在相同时间参加内容相同的期末考试。其课程成绩由期末考试成绩(60%)和平时成绩(40%)组成,平时成绩由平时出勤和课堂参与讨论(20%)、实验(20%)组成。课程成绩评定方式在第一节课即告知两组学生,让学生采取适宜的学习方式。通过问卷调查结果和课程考核成绩,对两组学生的教学效果做出评价。结果 期末考试成绩显示,实验组学生平均成绩明显高于对照组学生,其差异具有统计学意义(t=4.47,P<0.01);两组学生的不合格率比较,其差异无统计学意义(χ²=1.04,P>0.05)。问卷调查结果显示,实验组大多数学生对开展医学遗传学知识与技能竞赛表示认可;在对医学遗传学课程的主动学习能力各个方面,实验组学生评分均高于对照组学生,其差异均具有统计学意义(均P<0.01);在综合能力培养的各个方面,实验组学生评分均高于对照组学生,其差异均有统计学意义(均P<0.01)。结论 开展医学遗传学知识与技能竞赛,可以激发学生的学习主动性,培养和提高学生的自主学习、临床思维和临床实践操作等方面的综合能力。

Objective To explore the application and effect of knowledge learning and skills competition of medical genetics. Methods A total of 182 students were selected from the 2015 clinical medicine major of Jiamusi University. Among them, class 1 and class 2 including 93 students were experimental groups, class 3 and 4 including 89 students were control groups. By the end of medical genetics course, medical genetics knowledge and skills competition was conducted in the experimental group. The student’s grades in the experimental group consisted of 60% of the final period and 40% of the routine scores. The routine grades consisted of usual attendance and classroom participation discussions (20%), experiment (10%), knowledge and skill competition (10%).By the end of the course, medical genetics knowledge and skills competition was not conducted in the control group. Both groups were evaluated by the same test paper. The student's grades in the control group consisted of 60% of the final period and 40% of the routine scores. The peacetime grades consisted of usual attendance and classroom participation discussions (20%), experiment (20%). The assessment form informs the students in the first class and allows the students to take appropriate learning methods. The teaching effect is evaluated by the two sides of the questionnaire and by the examination results. Results The average score of the experimental group was significantly higher than that of the control group (t=4.47, P<0.01), but the percentage of students who fail to pass the test, there was no statistically significant (χ²=1.04, P>0.05). The results of questionnaire survey showed that most of the students in the experimental group were recognized for medical genetics knowledge and skills competition, experimental group is higher than the control group ( all P<0.01) in the active learning skills of this course; experimental group is higher than the control group ( all P<0.01) in the development of comprehensive ability. Conclusions The development of knowledge and skills competition in medical genetics can stimulate students’ love for the course, cultivate their ability self-learning, clinical thinking and clinical practice.