CAJ | 학술논문

目的探索适合医学留学生临床技能培训的教学方法.方法 2005级留学生84人、2006级63人分别于2010、2011年参加临床技能培训；2005级采用传统教学方法,2006级教学中增加了互动教学和表象训练.对两个年级学生进行问卷调查和考核,结果行t检验.结果 2005级和2006级学生培训前后胸穿、腹穿、骨穿和导尿术成绩均明显提高,其中2006级留学生成绩高于2005级,P＜0.01,差异具有统计学意义；2005、2006级学生培训前成绩比较,P＞0.05,差异无统计学意义；2005、2006级留学生培训后成绩比较,P＜0.05,差异有统计学意义.结论多元化教学方法综合运用有助于提高医学留学生临床技能水平.
목적 탐색괄합의학류학생림상기능배훈적교학방법.방법 2005급류학생84인、2006급63인분별우2010、2011년삼가림상기능배훈；2005급채용전통교학방법,2006급교학중증가료호동교학화표상훈련.대량개년급학생진행문권조사화고핵,결과행t검험.결과 2005급화2006급학생배훈전후흉천、복천、골천화도뇨술성적균명현제고,기중2006급류학생성적고우2005급,P＜0.01,차이구유통계학의의；2005、2006급학생배훈전성적비교,P＞0.05,차이무통계학의의；2005、2006급류학생배훈후성적비교,P＜0.05,차이유통계학의의.결론 다원화교학방법종합운용유조우제고의학류학생림상기능수평.
Objective To explore the appropriate teaching methods for medical international students.Methods Totally 84 students in grade 2005 and 63 students in grade 2006 took part in clinical skills training in 2010 and 2011.The traditional method was employed in grade 2005 and interactive teaching and imagery training was applied in grade 2006 combined with the traditional methods.Results The scores of clinical skill tests ( posterior thorax puncture test,abdomen puncture test,bone puncture,catheterization test) were significantly higher in grade 2006 than in grade 2005 with statistical differences,P ＜ 0.01.The clinical skill test scores were not statistically different between grade 2005 and 2006 before training,P ＞ 0.05,but the scores were statistically different between grade 2005and 2006 after training,P ＜ 0.05.Conclusion Using polynary teaching methods synthetically is helpful to improve the clinical skill training effect for medical international students.