本文關(guān)鍵詞：臨床�？瓢咐虒W(xué)在全科醫(yī)學(xué)基本理論教學(xué)中的應(yīng)用效果研究　出處：《中國(guó)全科醫(yī)學(xué)》2017年34期 　論文類型：期刊論文

  更多相關(guān)文章： 全科醫(yī)學(xué) 教育 醫(yī)學(xué) 臨床專科案例教學(xué)

【摘要】：目的探討臨床�？瓢咐虒W(xué)在全科醫(yī)學(xué)基本理論教學(xué)中的應(yīng)用效果。方法于2013年9月,選取海南醫(yī)學(xué)院2011級(jí)臨床醫(yī)學(xué)專業(yè)(全科醫(yī)學(xué)方向)本科4班學(xué)生80例為研究組,選取2010級(jí)臨床醫(yī)學(xué)專業(yè)(全科醫(yī)學(xué)方向)本科4班學(xué)生80例為對(duì)照組。由海南醫(yī)學(xué)院師資隊(duì)伍于2013—2014第一學(xué)期依據(jù)教學(xué)大綱及教學(xué)計(jì)劃同時(shí)開(kāi)展《全科醫(yī)學(xué)概論》課程教學(xué),對(duì)照組學(xué)生采用傳統(tǒng)講授式教學(xué),研究組學(xué)生采用臨床�？瓢咐虒W(xué),均教授36個(gè)學(xué)時(shí)。授課結(jié)束后,比較兩組學(xué)生對(duì)教學(xué)效果的評(píng)價(jià)(包括教學(xué)對(duì)自學(xué)能力的幫助性、對(duì)團(tuán)隊(duì)合作能力的幫助性、對(duì)發(fā)現(xiàn)與解決問(wèn)題能力的幫助性、對(duì)理解問(wèn)題能力的幫助性、對(duì)臨床思維能力的幫助性、教學(xué)方法的幫助性、對(duì)激發(fā)學(xué)習(xí)興趣的幫助性)、學(xué)生對(duì)全科醫(yī)學(xué)基本理論的認(rèn)知及運(yùn)用情況(包括學(xué)生對(duì)全科醫(yī)學(xué)基本理論的認(rèn)知、學(xué)生的案例分析能力和案例解決能力)、期末考試成績(jī)。結(jié)果研究組學(xué)生認(rèn)為教學(xué)對(duì)自學(xué)能力、發(fā)現(xiàn)與解決問(wèn)題能力、理解問(wèn)題能力、臨床思維能力及激發(fā)學(xué)習(xí)興趣的幫助性優(yōu)于對(duì)照組,差異有統(tǒng)計(jì)學(xué)意義(P0.05);兩組學(xué)生認(rèn)為教學(xué)對(duì)團(tuán)隊(duì)合作能力的幫助性、教學(xué)方法的幫助性比較,差異無(wú)統(tǒng)計(jì)學(xué)意義(P0.05)。研究組學(xué)生對(duì)全科醫(yī)學(xué)基本理論認(rèn)知的合格率、案例分析能力合格率、案例解決能力合格率高于對(duì)照組,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。研究組學(xué)生期末考試成績(jī)高于對(duì)照組,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。結(jié)論在全科醫(yī)學(xué)基本理論教學(xué)中應(yīng)用臨床�？瓢咐虒W(xué)法,可以提高醫(yī)學(xué)生對(duì)全科醫(yī)學(xué)基本理論的認(rèn)知及運(yùn)用能力,學(xué)生反饋較好。
[Abstract]:Objective to explore the application effect of clinical case teaching in the teaching of basic theory of general practice medicine. Methods in September 2013. The study group consisted of 80 students of Class 4 of Clinical Medicine (General Medicine) in 2011 of Hainan Medical College. Selection of Class 2010 Clinical Medicine Specialty (General practice). In the first semester of 2013-2014, the teaching staff of Hainan Medical College carried out the General practice Medicine course according to the syllabus and the teaching plan at the same time. The students in the control group were taught by traditional teaching method, while the students in the study group were taught 36 teaching hours by clinical case study. To compare the evaluation of teaching effect between the two groups (including the help of teaching to self-study ability, to the ability of teamwork, to the ability to find and solve problems, to the ability to understand the problem. It is helpful to clinical thinking ability, helpful to teaching methods and helpful to arousing learning interest. Students' cognition and application of the basic theory of general practice medicine (including students' cognition of the basic theory of general medicine, students' case analysis ability and case solving ability). Results the students in the study group were superior to the control group in the ability of self-study, the ability of finding and solving problems, the ability of understanding problems, the ability of clinical thinking and the ability of arousing learning interest. The difference was statistically significant (P 0.05). The difference between the two groups was not statistically significant (P 0.05). The qualification rate of the students in the study group on the basic theory of general practice medicine was higher than that in the study group. The qualified rate of case analysis ability and the qualified rate of case solving ability were higher than those of the control group, and the difference was statistically significant (P 0.05). The final examination scores of the students in the study group were higher than those in the control group. Conclusion the application of clinical case teaching method in the teaching of basic theory of general practice medicine can improve the cognition and application ability of medical students to the basic theory of general practice medicine. Students have better feedback.
【作者單位】： 海南醫(yī)學(xué)院第一附屬醫(yī)院全科醫(yī)學(xué)教研室;
【基金】：2013年海南省教育科學(xué)“十二五”規(guī)劃重點(diǎn)課題(QJZ1250011) 2013年海南醫(yī)學(xué)院校級(jí)課題
【分類號(hào)】：G642;R-4
【正文快照】： 《全科醫(yī)學(xué)概論》是全科醫(yī)生教育的核心課程,內(nèi)容包引導(dǎo)學(xué)生獨(dú)立思考和討論。學(xué)生可通過(guò)查閱資料、組間討論、括全科醫(yī)學(xué)的基本特點(diǎn)、基本原則、基本特征、基本方法及運(yùn)向教師咨詢、應(yīng)用互聯(lián)網(wǎng)查詢等方式尋找答案,從而激發(fā)學(xué)生用等[1]。書中所闡述的理論是一種全新的醫(yī)學(xué)價(jià)值

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 常存庫(kù);;教學(xué)及教材中應(yīng)說(shuō)明、講清的中醫(yī)學(xué)基本理論問(wèn)題[J];中醫(yī)藥信息;2010年02期

2 夏桂蘭;;在實(shí)驗(yàn)課教學(xué)中加強(qiáng)學(xué)生實(shí)驗(yàn)?zāi)芰Φ呐囵B(yǎng)[J];錦州醫(yī)學(xué)院學(xué)報(bào);1992年06期

3 鄭聰;張萍;陳松;邱立;;臨床典型案例在臨床專科教學(xué)中運(yùn)用的研究[J];護(hù)理管理雜志;2009年01期

4 張汝建;盧興梅;于克波;周麗;趙娟娟;;臨床�？漆t(yī)學(xué)生診斷學(xué)考試改革探討[J];衛(wèi)生職業(yè)教育;2006年22期

5 李朝軍;;臨床專科研究生培養(yǎng)中的幾個(gè)關(guān)鍵環(huán)節(jié)[J];中國(guó)高等醫(yī)學(xué)教育;2006年02期

6 高麗霞;申雅文;;人性化管理在臨床�？谱o(hù)理教學(xué)中的應(yīng)用[J];內(nèi)蒙古醫(yī)學(xué)院學(xué)報(bào);2009年S1期

7 朱碧華;孫曙青;;臨床專科護(hù)理課間教學(xué)實(shí)習(xí)模式的改革[J];齊魯護(hù)理雜志;2012年11期

8 章志紅;上官致洋;林少龍;朱小康;;臨床�？祁A(yù)防醫(yī)學(xué)課程的教學(xué)現(xiàn)狀及思考[J];衛(wèi)生職業(yè)教育;2011年20期

9 孫勇;徐穎;;臨床�？粕膶�(shí)習(xí)現(xiàn)狀與對(duì)策[J];中國(guó)醫(yī)藥導(dǎo)報(bào);2008年06期

10 楊艷;沈婧;;臨床專科預(yù)防醫(yī)學(xué)考試試卷分析[J];科技創(chuàng)新導(dǎo)報(bào);2014年05期

相關(guān)會(huì)議論文 前1條

1 鄭聰;張萍;陳松;;臨床典型案例在臨床�？平虒W(xué)中運(yùn)用的研究[A];江西省第八次中西醫(yī)結(jié)合危重病、急救醫(yī)學(xué)學(xué)術(shù)研討會(huì)論文集[C];2013年

相關(guān)重要報(bào)紙文章 前1條

1 記者 王笑梅;51個(gè)臨床�？屏袨閲�(guó)家重點(diǎn)建設(shè)項(xiàng)目[N];遼寧日?qǐng)?bào);2014年

，

本文編號(hào)：1434585