中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2013年
10期
1040-1042
,共3页
临床实习%三位一体%床边教学%模拟教学%网络教学
臨床實習%三位一體%床邊教學%模擬教學%網絡教學
림상실습%삼위일체%상변교학%모의교학%망락교학
Clinical practice%Trinity%Bedside teaching%Simulation teaching%Web-based teaching
目的：探讨床边教学、模拟教学和网络教学“三位一体”的实习教学模式的应用效果。方法针对广州医科大学2006级临床医学专业375名学生，将入学时随机划分的临床医学一系（188人）作为对照组、临床医学二系（187人）作为实验组，分别采用常规床边教学和“三位一体”教学。运用SPSS 17.0软件，采用t检验（α＝0.05）比较两组学生实习结束时毕业考试综合理论成绩的差异和临床技能成绩的差异；分析针对实验组学生的问卷调查结果，计算各选项学生选择的百分比。结果两组学生的毕业综合理论考试成绩和临床技能考核成绩的差异均有统计学意义（P＜0.05）。问卷调查显示，实验组学生对“三位一体”教学的赞同率达92.73%（153/165）。结论在当前临床教学资源相对紧缺的情况下，“三位一体”教学比单纯床边教学的效果更好。它有助于缓解临床教学资源的不足，增加学生学习的机会，提高实习教学效果。
目的：探討床邊教學、模擬教學和網絡教學“三位一體”的實習教學模式的應用效果。方法針對廣州醫科大學2006級臨床醫學專業375名學生，將入學時隨機劃分的臨床醫學一繫（188人）作為對照組、臨床醫學二繫（187人）作為實驗組，分彆採用常規床邊教學和“三位一體”教學。運用SPSS 17.0軟件，採用t檢驗（α＝0.05）比較兩組學生實習結束時畢業攷試綜閤理論成績的差異和臨床技能成績的差異；分析針對實驗組學生的問捲調查結果，計算各選項學生選擇的百分比。結果兩組學生的畢業綜閤理論攷試成績和臨床技能攷覈成績的差異均有統計學意義（P＜0.05）。問捲調查顯示，實驗組學生對“三位一體”教學的讚同率達92.73%（153/165）。結論在噹前臨床教學資源相對緊缺的情況下，“三位一體”教學比單純床邊教學的效果更好。它有助于緩解臨床教學資源的不足，增加學生學習的機會，提高實習教學效果。
목적：탐토상변교학、모의교학화망락교학“삼위일체”적실습교학모식적응용효과。방법침대엄주의과대학2006급림상의학전업375명학생，장입학시수궤화분적림상의학일계（188인）작위대조조、림상의학이계（187인）작위실험조，분별채용상규상변교학화“삼위일체”교학。운용SPSS 17.0연건，채용t검험（α＝0.05）비교량조학생실습결속시필업고시종합이론성적적차이화림상기능성적적차이；분석침대실험조학생적문권조사결과，계산각선항학생선택적백분비。결과량조학생적필업종합이론고시성적화림상기능고핵성적적차이균유통계학의의（P＜0.05）。문권조사현시，실험조학생대“삼위일체”교학적찬동솔체92.73%（153/165）。결론재당전림상교학자원상대긴결적정황하，“삼위일체”교학비단순상변교학적효과경호。타유조우완해림상교학자원적불족，증가학생학습적궤회，제고실습교학효과。
Objective To investigate the application effect of the new trinity teaching mode of clinical practice,which combines bedside teaching,simulation teaching and web-based teaching to-gether. Methods Totally 375 students of clinical medicine,enrolled into Guangzhou Medical Univer-sity in 2006,were randomly divided into department I of clinical medicine (control group,188 stu-dents)and department II of clinical medicine (experimental group,187 students). The students of these two groups were taught respectively with the conventional bedside teaching mode and the trinity teaching mode. Then at the end of clinical practice,assessment results of comprehensive theory and clinical skill in the graduation exam were compared by t test (significance level α=0.05)using SPSS 17.0 software and the questionnaire results of students in experimental group were analyzed. Results There were statistical differences in comprehensive theory and clinical skill assessment scores between two groups(P<0.05). The questionnaire survey showed an approval rate of 92.73%(153/165)for trini-ty teaching mode. Conclusions Facing the shortage of clinical teaching resources,the trinity teach-ing mode is better than the simple bedside teaching mode. The trinity teaching mode can alleviate the pressure brought by the lack of clinical teaching resources at present,create more learning and prac-ticing opportunities for students,and improve the effects of clinical practice teaching.
