摘要
目的探索教师标准化患者(TSP)+病例导引教学(CBL)模式解决短暂性脑缺血发作(TIA)课临床教学"老大难"问题的可行性。方法分别对八年制临床医学系2012级(38人)和2011级(38人)的TIA课采用TSP+CBL教学法和单纯TSP教学法。学习结束时,比较分析两组教学课堂考核成绩和教学效果调查问卷自评分。用t检验评价2种方法的教学效果。结果 TSP+CBL组学生课堂考核平均分达(88.76±3.48)分,显著高于TSP组的(85.27±3.01)分(P<0.05)。TSP+CBL组尤在临床思维、与人合作和解决问题能力方面成绩明显高于TSP组(P<0.01)。TSP+CBL组对教学效果调查问卷的平均自评分为(92.29±1.56)分,显著高于TSP组的(85.27±3.01)分(P<0.01)。TSP+CBL组在"对教材内容理解掌握程度"、"对新教学法满意程度"、"有利理论与临床实践结合"3个方面显著高于TSP组(均P<0.01)。结论以TSP+CBL的教学模式值得推广,对此类发作-间歇型疾病的临床教学具有普遍性意义。
Objective To evaluate the feasibility of teacher as standardized patient（TSP） combined with case based learning（CBL） teaching mode to solve clinical teaching ＂persistent＂ problem of the transient ischemic attack（TIA）.Methods TSP combined with CBL was used in 38 eight-year medical students of grade 2012, while TSP was used in38 eight-year medical students of grade 2011. At the end of the study, teaching effect was assessed by the final examination and questionnaires. The data were processed by t test. Results The average test score in the TSP combined with CBL group was（88.76±3.48） scores, which was significantly higher than that in the TSP group（85.27±3.01） scores（P 〈0.05）. Scores of clinical thinking, cooperating with others and solving problems in TSP combined with CBL group were significantly higher than those in TSP group（P 〈 0.01）. The score of the questionnaire in the TSP combined with CBL group was（92.29±1.56） scores, which was significantly higher than（85.27±3.01） scores in TSP group（P 〈 0.01）. Scores of ＂understanding of teaching materials＂, ＂satisfaction with new teaching method＂, ＂combination of favorable theory and clinical practice＂ in the TSP combined with CBL group were better than those of TSP group. Conclusion The TSP combined with CBL can be a valuable strategy, which has universal significance in clinical teaching to such attacks-intermittent disease.
出处
《中国医药导报》
CAS
2016年第7期165-168,共4页
China Medical Herald
