西北医学教育
西北醫學教育
서북의학교육
NORTHWEST MEDICAL EDUCATION
2014年
1期
173-176
,共4页
李建华%张力燕%汪矗%孙士波%杜晓华%何慧琳%方雁%业秀林%刘璐%周长芳
李建華%張力燕%汪矗%孫士波%杜曉華%何慧琳%方雁%業秀林%劉璐%週長芳
리건화%장력연%왕촉%손사파%두효화%하혜림%방안%업수림%류로%주장방
循证医学PICOS模式%导学式教学法%临床实习%医学本科生
循證醫學PICOS模式%導學式教學法%臨床實習%醫學本科生
순증의학PICOS모식%도학식교학법%림상실습%의학본과생
Evidence-based Medicine PICOS mode%guiding type teaching method%clinical practice%medical undergraduates
目的:探索导学式教学法与循证医学PICOS 模式相结合的方式,引入呼吸内科的临床教学中,针对呼吸内科患者的临床问题,让学生通过PICOS模式构建导学式提纲,翻阅资料,寻找最佳证据,在教师引导下,经过小组讨论,将基础学科和临床学科的知识点贯穿于一个真实的病例并融会贯通。培养学生以患者的诊断治疗问题为中心的发散思维和横向思维,提高学生灵活运用知识的能力,并逐步具备一名合格临床医生的素质。方法随机选作者所在医院进入呼吸内科见习或实习的医学本科学生,以实习小组为单位,选取8-10个小组为试验组,另8个小组为对照组。每组约4-8人左右。试验组应用循证医学PICOS模式与导学式相结合教学方法;对照组以目前传统教学方法进行教学。结果教学结束后两组学生同时进行考试考核。实验组学生的呼吸内科考试卷面成绩高于对照组、个体化病例临床病案分析能力强于对照组,两组成绩差异有统计学意义。结论循证医学PICOS模式结合导学式教学法指导和构建的导学提纲,通过多种方法提高医学生探究临床问题的学习兴趣;强化了学生对所学知识的综合、归纳、记忆、储存、迁移的能力,使其把所学的知识条理化、系统化、形象化,改善了学生学习效果。激发了学生的学习热情,提高了学生灵活运用知识的能力。
目的:探索導學式教學法與循證醫學PICOS 模式相結閤的方式,引入呼吸內科的臨床教學中,針對呼吸內科患者的臨床問題,讓學生通過PICOS模式構建導學式提綱,翻閱資料,尋找最佳證據,在教師引導下,經過小組討論,將基礎學科和臨床學科的知識點貫穿于一箇真實的病例併融會貫通。培養學生以患者的診斷治療問題為中心的髮散思維和橫嚮思維,提高學生靈活運用知識的能力,併逐步具備一名閤格臨床醫生的素質。方法隨機選作者所在醫院進入呼吸內科見習或實習的醫學本科學生,以實習小組為單位,選取8-10箇小組為試驗組,另8箇小組為對照組。每組約4-8人左右。試驗組應用循證醫學PICOS模式與導學式相結閤教學方法;對照組以目前傳統教學方法進行教學。結果教學結束後兩組學生同時進行攷試攷覈。實驗組學生的呼吸內科攷試捲麵成績高于對照組、箇體化病例臨床病案分析能力彊于對照組,兩組成績差異有統計學意義。結論循證醫學PICOS模式結閤導學式教學法指導和構建的導學提綱,通過多種方法提高醫學生探究臨床問題的學習興趣;彊化瞭學生對所學知識的綜閤、歸納、記憶、儲存、遷移的能力,使其把所學的知識條理化、繫統化、形象化,改善瞭學生學習效果。激髮瞭學生的學習熱情,提高瞭學生靈活運用知識的能力。
목적:탐색도학식교학법여순증의학PICOS 모식상결합적방식,인입호흡내과적림상교학중,침대호흡내과환자적림상문제,양학생통과PICOS모식구건도학식제강,번열자료,심조최가증거,재교사인도하,경과소조토론,장기출학과화림상학과적지식점관천우일개진실적병례병융회관통。배양학생이환자적진단치료문제위중심적발산사유화횡향사유,제고학생령활운용지식적능력,병축보구비일명합격림상의생적소질。방법수궤선작자소재의원진입호흡내과견습혹실습적의학본과학생,이실습소조위단위,선취8-10개소조위시험조,령8개소조위대조조。매조약4-8인좌우。시험조응용순증의학PICOS모식여도학식상결합교학방법;대조조이목전전통교학방법진행교학。결과교학결속후량조학생동시진행고시고핵。실험조학생적호흡내과고시권면성적고우대조조、개체화병례림상병안분석능력강우대조조,량조성적차이유통계학의의。결론순증의학PICOS모식결합도학식교학법지도화구건적도학제강,통과다충방법제고의학생탐구림상문제적학습흥취;강화료학생대소학지식적종합、귀납、기억、저존、천이적능력,사기파소학적지식조이화、계통화、형상화,개선료학생학습효과。격발료학생적학습열정,제고료학생령활운용지식적능력。
Objective Try using evidence-based medicine and clinical problems PICOS Mode Construction Guidance Combination of teaching methods ,the introduction of respiratory medicine clinical teaching , clinical medicine for respiratory problems for students through PICOS Mode Construction Guidance outline After a group discussion ,the basic disciplines of knowledge and clinical disciplines throughout a real case and mastery .Methods Randomly selected to enter the respiratory medicine trainee or in-ternship undergraduate medical students to practice group as a unit ,select the 8-10 group for the ex-perimental group ,and the other 8 groups for the control group .Each group of about 4-8 people .Ap-plication of evidence-based medicine PICOS experimental group model and Guidance formula combi-ning teaching methods ;control group to present the traditional teaching methods for teaching .Results After the teaching two groups of students at the same time to test .Comparison of the two groups of students ,respiratory medicine examination scores ,individual cases of clinical medical record analysis ability and the result of questionnaire analysis .Test scores similar between the two groups statistical-ly significant .Conclusion Evidence-based medicine PICOS guiding type teaching method to guide and construct the mode of guiding outline ,through a variety of methods to guide medical students to ex-plore the clinical problems of interest in learning ;Train the student to the knowledge integration ,in-duction ,memory ,storage and migration ability ,combine the knowledge of a methodical ,systematic , visualization , and enhance student learning . Cultivate the students ’ learning enthusiasm , the students’ ability to apply knowledge and good quality .