中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2014年
4期
511-514
,共4页
张巍%马越涛%于丹丹%朴英善%许蓉%朱曦%马军%王磊%王春雪%张星虎%赵性泉%王拥军
張巍%馬越濤%于丹丹%樸英善%許蓉%硃晞%馬軍%王磊%王春雪%張星虎%趙性泉%王擁軍
장외%마월도%우단단%박영선%허용%주희%마군%왕뢰%왕춘설%장성호%조성천%왕옹군
临床场景教学模式%以授课为基础的教学%留学生%神经病学
臨床場景教學模式%以授課為基礎的教學%留學生%神經病學
림상장경교학모식%이수과위기출적교학%류학생%신경병학
Clinical scenario-based learning%Lecture-based learning%International students%Neurology
目的：探讨临床场景教学模式在首都医科大学留学生神经病学教学中的应用效果。方法选取首都医科大学2011级和2012级临床医学专业66名留学生为研究对象,2011级学生为对照组,采用以授课为基础的教学模式,2012级学生为实验组,采取临床场景教学模式,2组留学生均进行神经变性疾病(帕金森病)的授课；理论授课及实习结束后,通过考试对2组留学生的理论与实践水平进行评价；留学生填写自我评价问卷及对教师的调查问卷,对调查结果进行统计学分析。结果实验组留学生的理论及临床实践成绩均明显高于对照组留学生,差异具有统计学意义；实验组留学生自我评价为“优”的人数明显高于对照组留学生,差异具有统计学意义；实验组留学生对教师评价为“优”的人数明显高于对照组留学生,差异具有统计学意义。结论临床场景教学模式有助于提高留学生神经病学教学的效果和留学生的综合能力,有助于培养留学生具有良好的医德医风,并能够最大程度地优化有限的教学资源。
目的：探討臨床場景教學模式在首都醫科大學留學生神經病學教學中的應用效果。方法選取首都醫科大學2011級和2012級臨床醫學專業66名留學生為研究對象,2011級學生為對照組,採用以授課為基礎的教學模式,2012級學生為實驗組,採取臨床場景教學模式,2組留學生均進行神經變性疾病(帕金森病)的授課；理論授課及實習結束後,通過攷試對2組留學生的理論與實踐水平進行評價；留學生填寫自我評價問捲及對教師的調查問捲,對調查結果進行統計學分析。結果實驗組留學生的理論及臨床實踐成績均明顯高于對照組留學生,差異具有統計學意義；實驗組留學生自我評價為“優”的人數明顯高于對照組留學生,差異具有統計學意義；實驗組留學生對教師評價為“優”的人數明顯高于對照組留學生,差異具有統計學意義。結論臨床場景教學模式有助于提高留學生神經病學教學的效果和留學生的綜閤能力,有助于培養留學生具有良好的醫德醫風,併能夠最大程度地優化有限的教學資源。
목적：탐토림상장경교학모식재수도의과대학류학생신경병학교학중적응용효과。방법선취수도의과대학2011급화2012급림상의학전업66명류학생위연구대상,2011급학생위대조조,채용이수과위기출적교학모식,2012급학생위실험조,채취림상장경교학모식,2조류학생균진행신경변성질병(파금삼병)적수과；이론수과급실습결속후,통과고시대2조류학생적이론여실천수평진행평개；류학생전사자아평개문권급대교사적조사문권,대조사결과진행통계학분석。결과실험조류학생적이론급림상실천성적균명현고우대조조류학생,차이구유통계학의의；실험조류학생자아평개위“우”적인수명현고우대조조류학생,차이구유통계학의의；실험조류학생대교사평개위“우”적인수명현고우대조조류학생,차이구유통계학의의。결론림상장경교학모식유조우제고류학생신경병학교학적효과화류학생적종합능력,유조우배양류학생구유량호적의덕의풍,병능구최대정도지우화유한적교학자원。
Objective To investigate the effect of the clinical scenario-based learning (CBL) in the neurology teaching for the international students in Capital Medical University. Methods Lecture-based learning (LBL) and CBL were applied in the teaching of neurodegenerative disease( Parkinson' s disease)for the international students who were majored in clinical medicine recruited in 2011 and 2012, respectively; The levels of theory and clinical practice were evaluated by test after the teaching. Students filled out the questionnaires for assessing themselves and the teacher. The results were statistically analyzed. Results The scores of the theory and clinical practice of the students in CBL group are significantly higher than that in LBL group, which differences are statistically significant. The number of“excellent” in self-assessment of the students in CBL group is significantly more than that in LBL group, which difference is statistically significant. The number of “excellent” in teacher assessment of the students in CBL group is significantly more than that in LBL group, which difference is statistically significant. Con-clusions CBL is very helpful for improving the effect of neurology teaching, elevating comprehensive ability and cultivating good medical ethnics for international students, and optimizing the limited teaching resources.
