摘要
目的探讨情景模拟结合混合式教学法在诊断学教学中对提高医学生问诊能力的作用。方法按随机数字表法选取2018年3-6月湖南医药学院2015级本科临床医学专业两个教学班232名学生为研究对象,将其分为实验组(112人,实施情景模拟结合混合式教学法)和对照组(120人,采用传统教学法),教学结束后,比较两组学生诊断学问诊考核成绩,并通过问卷调查、教学满意度和学生访谈进行教学效果的评价。结果实验组诊断学问诊考核成绩(31.59±4.52)分明显高于对照组(27.08±5.03)分(t=7.163,P<0.01),并且,实验组在问卷调查、教学满意度和学生访谈等方面对诊断学问诊教学效果的评价优于对照组(P<0.01)。结论情景模拟结合混合式教学法可显著提高医学生问诊能力,值得在教学中推广使用。
Objective To explore the effect of scenario simulation combined with blended learning on improving medical students’inquiry skill in diagnostics teaching.Methods The subjects were selected from March 2018 to June 2018 two classes 232 students of undergraduate clinical medicine in 2015 and were divided into experimental group(112 persons,)and control group(120 per sons)according to the number table method.The experimental group implements the scenario simulation combined with blended learning.while in control group adopted traditional teaching method.After the end ofteaching based on diagnostics inquiry test scores,questionnaires,teaching satisfaction and student interview evaluation of teaching effectiveness.Results In the experimental group,the diagnostics inquiry scores(31.59±4.52)points were significantly higher than those in the control group(27.08±5.03)points(t=7.163,P<0.01).Moreover,the experimental group’s evaluation of the diagnostics teaching effect in the questionnaires,teaching satisfaction and student interview was better than control group(P<0.01).Conclusion The scenario simulation combined with blended learning can obviously improve medical students’inquiry skill,It is worth popularizing in future teaching.
作者
刘理静
贺兼斌
钱红
胡柯
李玉娴
金玲
LIU Lijing;HE Jianbin;QIAN Hong;HU Ke;LI Yuxian;JIN Ling(School of Medicine,Hunan University of Medicine,Huaihua,Hunan 418000,China;Department of Respiration,Huaihua First People’s Hospital,Huaihua,Hunan 418000,China)
出处
《安徽医药》
CAS
2019年第12期2539-2542,共4页
Anhui Medical and Pharmaceutical Journal
基金
湖南省普通高等学校教学改革研究项目(2018-943)
关键词
课堂教学/方法
问诊
病人模拟
计算机辅助教学
诊断
鉴别
情景模拟
混合式教学法
Classroom teaching/methods
Inquiry
Patient simulation
Computer assisted instructton
Diagnosis
differen tial
Scenario simulation
Blended learning
