CAJ | 학술논문

目的探讨“以器官系统为中心”的医学课程(organ-systems-based curriculum,OSBC)整合教学在临床见习期授课中的应用,并观察其教学效果.方法第三军医大学大坪医院在2012至2013学年以2010级临床专业本科生176人为教学对象,施行OSBC整合教学,打破传统的教研室和教学组格局,以各器官系统为单位重新组建教学组,有机整合临床见习期课程进行联席授课.以课程满意度调查和考试为评价方法,与传统教学进行教学效果比较.数据统计利用SPSS 19.0软件,采用two-way ANOVA和student's-t检验进行分析.结果改革后的教学模式下,循环系统的总学时由57学时减少为50学时.实施OSBC的2010级学生与未实施的前两个年级比较,课程教学总体满意度提高[2008级为90.4％(142/157),2009级为91.4％(64/70),2010级为97.2％(171/176)],平均考试成绩明显提高[2008级为(69.1±6.5)分,2009级为(69.5±7.2)分,2010级为(78.9±6.2)分];学生的学习兴趣提高且临床思维能力增强.结论 OSBC整合教学具有显著的先进性、较好的可行性,明显提高了教学质量.
목적 탐토“이기관계통위중심”적의학과정(organ-systems-based curriculum,OSBC)정합교학재림상견습기수과중적응용,병관찰기교학효과.방법 제삼군의대학대평의원재2012지2013학년이2010급림상전업본과생176인위교학대상,시행OSBC정합교학,타파전통적교연실화교학조격국,이각기관계통위단위중신조건교학조,유궤정합림상견습기과정진행련석수과.이과정만의도조사화고시위평개방법,여전통교학진행교학효과비교.수거통계이용SPSS 19.0연건,채용two-way ANOVA화student's-t검험진행분석.결과 개혁후적교학모식하,순배계통적총학시유57학시감소위50학시.실시OSBC적2010급학생여미실시적전량개년급비교,과정교학총체만의도제고[2008급위90.4％(142/157),2009급위91.4％(64/70),2010급위97.2％(171/176)],평균고시성적명현제고[2008급위(69.1±6.5)분,2009급위(69.5±7.2)분,2010급위(78.9±6.2)분];학생적학습흥취제고차림상사유능력증강.결론 OSBC정합교학구유현저적선진성、교호적가행성,명현제고료교학질량.
Objective To apply the ‘organ-systems-based cmriculum' (OSBC) medical teaching method in clinical novitiate cmriculum,to conduct an OSBC oriented clinical curriculum reform and to observe its effectiveness.Methods Daping Hospital of the Third Military Medical University implemented the cmriculum reform on the medical undergraduates of class 2010 during the academic year 2012-2013.The traditional teaching departments based on disciplines were dissolved and new teaching groups were built up based on organ/systems.The curriculums were integrated and jointed teaching was carried out.The effectiveness of the reformed and traditional curricula were compared by assessing the satisfaction and the average test scores.Two-way ANOVA and student's t test (SPSS 19.0software) were used for statistical analysis.Results Compared with those of previous two classes,OSBC reform reduced the total hours of the circulatory system from 57 hours to 50 hours,increased the students' satisfaction (class 2008:90.4％(142/157) vs.class 2009:91.4％ (64/70) vs.class 2010:97.2％(171/176)),promoted the average test scores [class 2008:(69.1 ± 6.5) vs.class 2009:(69.5 ± 7.2) vs.class 2010:(78.9 ± 6.2)] and improved the students' learning interests and clinical thinking ability.Conclusions The OSBC oriented clinical cunriculum reform showed significant advancement and fair feasibility,which significantly improved the quality of teaching and learning thereby achieving an initial success.