摘要
为了探讨临床医学教育中加强微量元素知识教育的效果,对在校加强和未加强微量元素知识教育的毕业生各70名,进行了电话和问卷调查比较。结果表明,干预组知识得分(7.09±1.32)分,显著高于对照组(3.11±1.51)分;干预组实际运用比例51.43%,显著高于对照组占(5.71%);干预组工作中自主学习者占68.57%,显著高于对照组(11.4%)。可见医学教育中加强微量元素知识教育,对提高基层工作的医学毕业生的微量元素知识水平、知识的运用比例和自主学习比例都有很大的作用。
In order to explore th effect of stressing microelcments knowledge in clinical education, 70 graduates with stressing microelements knowledge in clinical education and 70 graduates without stressing were respevtively compared by questionnaire. The results showed that teh knowledge point of the intervention group was （7.09 ± 1.32）, significantly higher than that in contrast group（3.11 ± 1.51 ） ; the proportion of the actual use of intervention group was 51.43%, significantly higher than that in contrast group（5.71% ）; independent learners of intervention group occupied 68.57%, significantly higher than that in contrast group （11.4%）. It was proved that stressing microelements knowledge education in medical education would play an important role in helping medical graduates in bacic units improving their microelements knowledge level, knowledge application proportion and self- study proportion.
出处
《广东微量元素科学》
CAS
2009年第2期63-67,共5页
Trace Elements Science
关键词
微量元素
健康
医学教育
效果
trace element
health
medical education
effect
