江苏省科技期刊可视化阅读平台

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江苏科技信息 ›› 2019, Vol. 36 ›› Issue (7): 58-60.doi: 10.1004-7530/2019-36-7-58

• 科教研究 • 上一篇    下一篇

研讨式教学法在临床实习教学中的研究

刘士臣1,孔宇2,冯瑶2,季庆辉1,李晓光2,*   

  1. 1. 佳木斯大学附属第一医院,黑龙江 佳木斯 154003
    2. 佳木斯大学附属口腔医院,黑龙江 佳木斯 154004
  • 出版日期:2019-03-10 发布日期:2019-07-09
  • 通讯作者: 李晓光
  • 作者简介:刘士臣（1979— ）,男,黑龙江佳木斯人,主治医师,硕士;研究方向：脊柱及关节的微创治疗。
  • 基金资助:
    佳木斯大学2016年教育教学研究项目,项目名称：研讨式教学法在医学临床实习教学中的应用研究(2016JY1032);佳木斯大学2016年教育教学研究项目,项目名称：Seminar教学法在医学研究生教学中的应用探讨(2016JY1001)

Research on discussion teaching method in clinical practice teaching

Shichen Liu1,Yu Kong2,Yao Feng2,Qinghui Ji1,Xiaoguang Li2,*   

  1. 1. First Affiliated Hospital of Jiamusi University, Jiamusi 154003, China
    2. Affiliated Stomatological Hospital of Jiamusi University, Jiamusi 154004, China
  • Online:2019-03-10 Published:2019-07-09
  • Contact: Xiaoguang Li

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摘要：

目的:研讨式教学法用于医学生在临床实践教学效果中的对比研究。方法:将要进入临床实践学习的学生分为传统教学方式组与研讨式教学方式组,分别采用不同的教学方法。通过问卷调查的方式比较学生对两种教学方式的评价,科教科进行考核比较两组学生成绩差异。科教科对结业学生进行分组考核,对比两组学生成绩。结果:文章发现研讨式教学组学生对研讨式教学法评价高,研讨式教学组理论成绩及结业总成绩均高于传统教学方式组,差异具有统计学意义（P <0.01）,实践技能考核成绩无统计学差异（P >0.05）。结业考核比较,研讨式教学法优于传统讲授式教学法,差异（P <0.05）有统计学意义。结论:研讨式教学法能够提高临床医学学生临床实践的教学效果。

关键词: 研讨式教学法, 临床医学, 临床实践, 教学法

Abstract:

Objective: A Comparative study on the effect of discussion teaching method in clinical practice teaching of medical students. Method: Students who are going to enter clinical practice learning are divided into two groups: the traditional teaching method group and the discussion teaching method group. Compare the evaluation of the two teaching method groups of students by questionnaire, and Teaching & Research department examines and compares the scores of the two groups of students. It carries on the grouping examination to the graduation student, and compares the two groups of student’s achievement. Result: The students of the discussion teaching method group have a high evaluation on the discussion teaching method, and the score of theoretical exam and final exam of students in the discussion teaching method group is higher than that of the other students in the traditional teaching method group. The difference has statistical significance （P <0.01）. But there is no statistical difference in the results of practical skills examination of the two groups of students （P <0.05）. Comparing the result of the graduation examination, the discussion teaching method is better than the traditional teaching method, and the difference has statistical significance （P <0.05）. Conclusion: The discussion teaching method can improve the teaching effect of clinical practice of clinical medical students.

Key words: discussion teaching method, clinical medicine, clinical practice, teaching method

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