摘要
目的探索在手术学教学中开展伙伴互助学习的方法和效果。方法以中国医科大学2016级临床医学专业本科生60人为研究对象,随机选取30人为实验组,30人为对照组。实验组和对照组均开展42学时的手术学基础教学(理论课2学时、实践课40学时)。课下组织实验组学生进行伙伴互助学习。课后应用问卷调查和阶段考试评价教学效果。结果实验组学生课前预习(P<0.05)、课后复习(P<0.05)和课外学习总时间(P<0.01)均显著高于对照组,组间差异具有统计学意义。实验组学生的切开缝合(P<0.05)、消毒(P<0.05)、铺手术单(P<0.01)和总成绩均显著高于对照组,组间差异具有统计学意义。结论在手术学基础教学中开展伙伴互助学习可以有效培养医学生的自主学习能力,提高教学质量。
Objective To explore the ways and effects of Peer-assisted Learning(PAL) in surgical teaching. Methods 60 undergraduate students of Clinical Medicine of the class of 2016 in China Medical University were selected as subjects. 30 subjects were randomly selected as the ex-perimental group and 30 as the control group. Both the experimental group and the control gro-up underwent 42 hours of surgery teaching(2 hours of theoretical class and 40 hours of practice class). In the experimental group, students are organized to conduct mutual learning and mutual learning. Questionnaires and stage examinations are used to evaluate teaching effects after class. Results The pre-class preview time(P<0.05), after-class review time(P<0.05) and total ex-tracurricular learning time(P<0.01) of the experimental group were significantly higher than tho-se of the control group, and the difference between the groups was statistically significant. The re-sults of incision and suture(P<0.05), disinfection(P<0.05), operation sheet(P<0.01) and total score of the experimental group were significantly higher than those of the control group, and the difference between the groups was statistically significant. Conclusion Partner-assisted learning in the teaching of surgery can effectively cultivate the independent learning ability of med-ical students and improve the quality of teaching.
作者
刘冰
鲁大鹏
刘会缔
齐殿君
邢承忠
Liu Bing;Lu Dapeng;Liu Huidi;Qi Dianjun;Xing Chengzhong(Department of Anorectal Surgery and Local Surgery;Department of General Medicine,the First Affiliated Hospital of China Medical University,Shenyang110001,China)
出处
《中国医学教育技术》
2020年第2期240-243,共4页
China Medical Education Technology
关键词
自主学习能力
伙伴互助学习
形成性评价
临床操作技能
Self-learning ability
Peer-assisted Learning
Formative evaluation
Clinical operational skills
