摘要
摘要目的探讨“三明治”教学法应用于临床实习生病历讨论的教学效果.方法选择在某三级医院实习的全日制临床医学专业本科生共计１２３人作为研究对象,实验组学生在病历讨论时使用“三明治”教学法,对照组学生则使用传统教学法.通过分析两组的教学环节质量指标,评价教学效果.结果实验组学生对提高学习兴趣(χ２＝１０．６４５,P＝０．００１)、培养临床思维(χ２＝６．０４７,P＝０．０１４)、提升实习效果(χ２＝１１．４８６,P＝０．００１)、整体评价(χ２＝６．５５１,P＝０．０１０)的满意率明显高于对照组;两组之间提高诊疗能力(χ２＝１．５８９,P＝０．２０７)、培养团队精神(χ２＝０．１０１,P＝０．７５０)的满意率无显著差异.教师认为,实验组在课前预习充分性(P＝０．０１１)、课上发言主动性(P＝０．０１１)、临床思维积极性(P＝０．０３３)、掌握知识牢固性(P＝０．０２０)、整体评价(P＝０．０１１)方面要明显高于对照组;在团队合作性(P＝０．０５７)这一指标上,两组无明显差异.结论“三明治”教学法应用于实习生的病例讨论,可以很好的把实习所得与讨论结合起来,有助于提高教学效果.关键词三明治教学法;临床实习;病历讨论Appficationof‘sandwich’teachingmethodincasediscussionforclinicalinternZHAONa,ZHANGNing,LIXing－zi,DONGXue－baoTheNo．２CentralHospitalofBaoding,Baoding０７２７５０,ChinaCorrespondingauthorDONGXue－baoAbstractObjectiveToevaluatetheeffectivenessofapplying‘sandwich’teachingmethodincasediscussionforclinicalintern．MethodsTotally１２３full－timeundergraduatesofclinicalmedicineinhospitalweredividedintotwogroups,onegroupwereexperienced‘sandwich’teaching,andtheotherwereexperiencedtraditionalmethods．Theeffectivenesswasevaluatedbyanalyzingtheteachingqualityindicators．ResultsTheinterestinlearnＧing(χ２＝１０．６４５,P＝０．００１),clinicalthinking(χ２＝６．０４７,P＝０．０１４),practicaleffect(χ２＝１１．４８６,P＝０．００１),overallevaluation(χ２＝６．５５１,P＝０．０１０)oftheexperimentalgroupweresignificantlyhigherthanthecontrolgroup．Theratiotoimprovediagnosis(χ２＝１．５８９,P＝０．２０７)andteamＧwork(χ２＝０．１０１,P＝０．７５０)wasnosignificantdifference．Teachersbelievethat,theadequacyforpreparation(P＝０．０１１),initiativeforspeaking(P＝０．０１１),motivationforclinicalthinking(P＝０．０３３),firmnessforknowledge(P＝０．０２０),overallevaluation(P＝０．０１１)oftheexperimentalgroupweresignificantlyhigherthanthecontrolone．Intheindicatorofteamwork(P＝０．０５７),thetwogroupshadnosignificantdifference．Conclusion‘sanKdewyicwhor’dmset‘hodappliedtocasediscussionforclinicalinterncanbeagoodteachingmethodtohelpimprovetheeffectofpractice．sandwich’method;clinicalpractice;casediscussion中图分类号R４２４．１文献标识码B文章编号１００８－６３１５(２０１５)１０－０５３７－０２
出版日期
2015年09月19日（中国期刊网平台首次上网日期，不代表论文的发表时间）
