摘要
目的总结切实可行的整形外科教学方案和培养模式,评价其在本科生临床教学中的作用。方法将122名临床医学五年制专业大三学生分为两组,对照组采用基本外科的传统教学模式,实验组采用整形外科的新教学模式。以学生的临床操作能力、临床思维能力、沟通能力、心理素养、美学素养、人文素养等为研究因素,设计调查问卷并计分,通过出、入科时得分的改变来评价不同模式的教学效果。结果两组学生在出科时的自我评价得分和带教老师评分均高于入科时的自我评价得分和带教老师评分,而两种评价的实验组得分的提高均明显高于对照组,其差异有统计学意义(P<0.05)。结论在整形外科进行短期且有针对性地全面培训,可以更加有效地提高本科生的外科基本素养。
Objective To summarize the feasible teaching programs and training modes of plastic surgery and to evaluate their role in the clinical teaching of undergraduates. Methods A total of 122 junior students of a five-year program of clinical medicine were divided into two groups. The traditional teaching mode of general surgery was performed in the control group, and the new teaching mode of plastic surgery was performed in the experimental group. Scores were derived from a questionnaire designed around the students' clinical practice skills, clinical thinking skills, communication skills, psychological accomplishments, aesthetic accomplishments and humanitarian accomplishments. The teaching results of the different patterns were evaluated through the difference between entrance and exit scores when students entered and left the department. Results Both self-evaluation and teacher scores after training were significantly higher than those before the training. The final scores of the experimental group were observably higher than the control group and the difference was statistically significant(P〈0.05). Conclusion Short-term individualized training in plastic surgery can effectively improve the comprehensive accomplishment of undergraduate medical students.
出处
《中国美容整形外科杂志》
CAS
2017年第8期502-504,共3页
Chinese Journal of Aesthetic and Plastic Surgery
关键词
整形外科
外科素养
临床教学
Plastic Surgery
Surgical Attainment
Clinical teaching