Objective To investigate the effect of the diversified interactive teaching model based on the post competency as the core in applied the teaching of medical genetics.Methods 175 students of grade 2012 clinical medicine were selected as research subjects in Jiamusi University, 3, 4 class of 94 students of 2012 grade clinical medicine were used the post competency as the core of multiple interactive teaching model as the experimental group:1, 2 class of 81 students of 2012 grade clinical medicine were used the traditional teaching method as control group, All of the two groups shared the same teachers. The teaching effect was evaluated by the students’ questionnaire and test scores. SPSS 19 statistical software were use for statistical analysis.Results In the questionnaire survey after class, the average score of the experimental group was significantly higher than that of the control group, with statistically difference (P<0.01), there was no significant difference between the two groups. The results of questionnaire survey showed that most of the students in the experimental group were recognized for the diversified interactive teaching model of post competency as the core, the post competence as the core of the diversified interactive teaching model is higher than the traditional teaching method in the comprehensive ability of the students, the post competency as the core of the interactive teaching model is higher than the traditional teaching method in the promotion of students’ autonomous learning.Conclusions This teaching model is feasible to conducive to the cultivation of humanistic spirit of medicine and doctor-patient communication skills and to train the clinical logical thinking, clinical practice skills and teamwork ability, it can improve the quality of teaching and to be expanded.
Zhang Jinbo
,
Song Hanjun
,
Zhu Jinling
,
Zhang Chunbin
. The application and effect evaluation of the diversified interactive teaching model based on the post competency as the core in the teaching of medical genetics[J]. Chinese Journal of Medical Education, 2018
, 38(3)
: 350
-354
.
DOI: 10.3760/cma.j.issn.1673-677X.2018.03.008
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