摘要
目的 将伙伴教育应用于医学研究生实验教学，初步评估其教学效果，为后续实践改革提供依据。方法 将49名呼吸内科学研究生随机分到传统教学组和伙伴教学组，其中传统教学组24人、伙伴教学组25人。在大鼠肺动脉平滑肌细胞的原代培养技术教学中，传统教学组采用带教教师小班讲解结合实验带教的方式进行，伙伴教育组采用小班讲解结合高年级学生固定带教、帮助低年级学生的方式进行。采用实验操作时间、细胞培养纯度及达到培养标准所需的实验次数对两组学生学习效果进行评估，采用问卷调查了解两组学生的教学满意度。应用SPSS13．0对相关资料行，检验或t检验。结果 传统教学组学生第三次独立完成实验操作时间为（3．2±0．5）h、其细胞培养纯度为（80．1±3．6）％、其所需实验次数为（6．3±1．0）次，而伙伴教育组学生的相应指标为（2．3±0．4）h、（85．4±5．9）％、（4．9±0．6）次；伙伴教育组学生对教学内容的掌握程度优于传统教学组（P均=O．00）。问卷调查显示，伙伴教育组有95．8％（23／24）的学生认为教学内容容易，比例高于传统教学组（62．5％，15／24），差异有统计学意义（P=0．00）。伙伴教育组有95．8％（23／24）的学生认为教学方式容易接受，比例高于传统教学组（70．8％，17／24），差异有统计学意义（P=0．02）。结论 伙伴教育应用效果良好，学生接受度高，符合医学研究生实验教学规律，并在实施过程中培养了医学研究生的合作精神及沟通能力。
Objective In this study, we aim to investigate and evaluate the application of peer education on the teaching of medical graduate students and to evaluate the teaching effect, in order to provide the basis for subsequent practice reform. Methods 49 graduate students majoring Internal Medicine-Pulmonology were randomly divided into traditional teaching（24） and peer education groups（25）. We chose the primary culture technology of rat distal pulmonary arterial smooth muscle cells to be the teaching contents. For the traditional teaching group, we used the mode of class lecture giving and experimental skills learning under the assistance of the teachers ; while in the peer education group, students benefited from the combination of class lecture given by the teacher and the seniors fixed teaching in which seniors help younger students. We selected the experimental operating time, cell purity and the practicing time to reach a standard culture as the evaluation indexes by filling a follow up questionnaire. The SPSS 13.0 was applied to the related data forx2 or t test. Results In the traditional teaching group, the average time to reach three times of standard culture was（3.2 ± 0.5） hour, which was（2.3 ＋ 0.d） hour in the peer education group. The cell purity was 80.1 ± 3.6% in the traditional teaching group, while（85.4 ± 5.9）% in the peer education group. The average practicing time was（6.3 ± 1.0） in the traditional teaching group, while（4.9 ± 0.6） in the peer education group. The peer education group master the teaching content better than the traditional teaching group （P= 0.00）. 95.8%（23/24）of the students in the peer-education group considered the teaching contents simple, which was statistically higher（P=0.00） than traditional group （62.5%, 15/24）. Meanwhile, 95.8% （23/24）of the students in the peer-education group considered the teaching methods easy to accept, which was also statistically higher（P=O.02） than traditional group（70.8%, 17/24）. The difference was statistically significant （P=0.02）. Conclusion The application effect of peer education is good and there is high degree of acceptance among the students. Besides, peer education accords with the medical postgraduate experiment teaching rules, and can cultivate medical graduate students＇ spirit of coooeration and communication ability in the process of implementation.
出处
《中华医学教育探索杂志》
2014年第11期1111-1114,共4页
Chinese Journal of Medical Education Research
基金
基金项目：广州医科大学2012年度实验教学改革项目（9）
2013年度广州医科大学教育科学规划课题（20130108）：广州医科大学附属第一医院教学改革研究项目（2013p02）：2014年广州市属高校教育科学规划课题
关键词
伙伴教育
医学研究生
实验教学
Peer education
Medical graduate students
Experimental education
