摘要
针对我校诊断学见习存在的弊端,在我院2000级学生的临床见习中,探讨检体诊断序贯教学法与传统教学法的教学效果差异。结果显示:实验组学生的病历成绩、平时成绩、体检成绩、标本成绩、理论成绩和总成绩与对照组学生成绩比较,均无显著统计学差异,在多站考试中,实验组学生的第4站(体格检查考站)和内科考站的成绩均优于对照组。提示序贯教学能促使学生重视基本技能训练,提高学生检体诊断学的学习成绩。
Objective： In view of the current shortcomings in clinical probation of diagnostics, discussing the differences of the teaching effect between sequential and traditional teaching methods during the clinical probation. Methods： In experimental group sequential teaching method was taken; in the control group traditional teaching method was taken. Test scores were compared between the two groups. Results： There are no significant differences in scores of diagnostics, including the scores of histories, physical examinations, samples, theories and total scores between the experimental group and the control group （p 〉 0.05）. The scores of physical examinations and internal medicine before clinical probation obtained by experimental group are higher than those by the control group （p 〈 0.05） . Conclusion： The sequential teaching method couM promote the training of medical students in clinical skills; students＇ activity and initiative are improved, which increase their scores as well as their study effect of diagnostics.
出处
《中国高等医学教育》
2006年第12期78-79,共2页
China Higher Medical Education
关键词
诊断学
临床见习
教学改革
diagnostics
clinical probation
teaching reiorm
