摘要
目的探究中医骨伤科学实训教学实践中多维教学方法的应用效果。方法选择长春中医药2011级中医系4个班级共192名学生作为研究对象,选择2015年3月～2016年6月为研究时间点,以班级为单位进行分组,前两个班级为对照组,应用常规教学法进行实训教学,后两个班级为实验组,应用多维教学法进行教学,在学期结束后通过考试及教师调查问卷形式对比两种教学方式的教学效果以及临床实用效果。结果对照组学生期末考试平均分（81.37±1.60）分,实习期间教师满意度80.04%,实验组学生期末考试平均分（92.52±2.27）分,患者满意度91.71%。对比两组学生的学习成绩及实习情况,差异有统计学意义（P〈0.05）。结论多维实训教学在中医骨科中具有积极而正面的影响,不仅能够显著提升教学速度和教学质量,更能够从多方面提升骨伤科学生的素质。
Objective To explore the application effect of multidimensional Chinese orthopedics teaching practice teaching method. Methods The choice of traditional Chinese medicine, Changchun level 2011 Department of traditional Chinese medicine four class 192 students as the object of study, from March 2015 to June 2016 as study time points, to the class as a unit grouping, before two classes as the control group, application routine teaching method for practical teaching, two classes as the experimental group, using multi-dimensional teaching method teaching, through tests and teachers＇ questionnaire form contrast two teaching methods of teaching effect and clinical practical effect at the end of the semester. Results In the control group, the average score of the final examination（81.37±1.60）, 80.04% of the teachers＇ satisfaction during the internship period. In the experimental group, the average score of the final examination（92.52±2.27）, and the patients＇ satisfaction degree was 91.71%. Compared with the two groups of students learning achievement and practice, the results have significant statistical differences（P〈0.05）. Conclusion Multidimensional practice teaching in traditional Chinese orthopedics is very positive and positive influence, which not only can significantly improve the speed and quality of teaching, better able to from many aspects, improve the quality of orthopedics and traumatology, and can be applied in the teaching work.
出处
《中国继续医学教育》
2016年第27期2-4,共3页
China Continuing Medical Education
基金
吉林省教育厅课题<应用"综合训练法"进行骨伤科学实训课程教学的实践研究>
关键词
中医
骨伤科
多维教学
实训教学
研究方法
Chinese medicine
Orthopedics
Multidimensional teaching
Practice teaching
Research methods
