CAJ | 학술논문

目的：探讨在心脏电生理教学中应用步进式多元教学的效果。方法选选在心脏电生理专科学习的64名（男36人、女28人）学生为研究对象，以房室结折返性心动过速和房室折返性心动过速为授课内容。应用随机交叉设计方案使所有研究者先后进入传统教学（TT）组和步进式多元化教学（DT）组。 TT组采用教师讲授和答疑的方法，DT组在授课的不同阶段联合应用多种教学方法。以t检验和卡方检验分析比较两组学生各项测验结果。结果两组学生的基线情况以及常规教学外的自习时间差异无统计学意义；DT组学生的两项授课内容综合成绩高于TT组[DT组：（92.3±9.8）分和（93.1±7.8）分，TT组：（88.3±8.6）分和（87.1±10.0）分，P<0.05]。此外，在学习兴趣、主动性、提出问题的能力、分析解决问题能力和团队协作能力等方面，与TT组比较， DT组认为自身提高更明显（P<0.05）。结论采用合理设计的步进式多元教学，有助于提高学生的学习兴趣、学习主动性、提出和分析解决问题等能力，并提升心脏电生理教学效果。
목적：탐토재심장전생리교학중응용보진식다원교학적효과。방법선선재심장전생리전과학습적64명（남36인、녀28인）학생위연구대상，이방실결절반성심동과속화방실절반성심동과속위수과내용。응용수궤교차설계방안사소유연구자선후진입전통교학（TT）조화보진식다원화교학（DT）조。 TT조채용교사강수화답의적방법，DT조재수과적불동계단연합응용다충교학방법。이t검험화잡방검험분석비교량조학생각항측험결과。결과량조학생적기선정황이급상규교학외적자습시간차이무통계학의의；DT조학생적량항수과내용종합성적고우TT조[DT조：（92.3±9.8）분화（93.1±7.8）분，TT조：（88.3±8.6）분화（87.1±10.0）분，P<0.05]。차외，재학습흥취、주동성、제출문제적능력、분석해결문제능력화단대협작능력등방면，여TT조비교， DT조인위자신제고경명현（P<0.05）。결론채용합리설계적보진식다원교학，유조우제고학생적학습흥취、학습주동성、제출화분석해결문제등능력，병제승심장전생리교학효과。
Objective To investigate the effect of a step-wise diversified teaching mode on cardiac electrophysiology (EP) education. Methods 64 young doctors (male:36, female:28) who studied in EP sub-specialty were enrolled. The atrioventricular nodal reentrant tachycardia (AVNRT) and atrioventricular reentrant tachycardia (AVRT) were selected as teaching content. All the doctors were randomly divided into traditional teaching group (TT) and step-wise diversified teaching group (DT) according to cross-over design protocol. In TT group, only teaching and answering the questions by teachers were given to students, for the DT group, in different stages of teaching, multiple teach-ing strategy were combined to complete teaching. T test and Chi square test were used to compare the effect of two teaching methods. Results There was no difference of basic features and time of self-studying between the two groups. In examinations, the students in DT group got higher score than TT group[DT:(92.3±9.8) and (93.1±7.8),TT:(88.3±8.6) and (87.1±10.0),P<0.05], and had better perfor-mance of learning interest, initiative, ability of finding and resolving problems, teamwork spirit and so on. Conclusion The step-wise diversified teaching mode contributes improving the quality of instruction of cardiac EP, moreover, arousing learning interest and initiative, enhancing ability of find-ing and resolving problems, teamwork spirit and so on, which is worthy of wide-popularizing in cardiac EP training.