CAJ | 학술논문

目的培养医学生分析、解决临床实际问题的能力,同时培养学生的批判性思维.方法选取泸州医学院2007级临床医学专业学生105名,随机分为对照班、实验班1和实验班2,对照班采取“以授课为基础的学习”教学方法,实验班1采取“以授课为基础的学习和以问题为基础学习”相结合的教学方法,实验班2采取“以授课为基础的学习、以问题为基础学习、模拟医患场景教学和处方分析”相结合的教学方法.通过学生考核和师生问卷调查以检验不同教学方法在培养医学生分析、解决临床实际问题的能力和批判性思维能力的效果.结果综合考试成绩,实验班2学生优于实验班1学生,差异具有统计学意义;实验班1学生优于对照班学生,差异具有统计学意义.对照班中,约54.3％的学生对以授课为基础的学习的教学效果给予肯定.实验班1中,68.6％的学生对以问题为基础学习的教学效果给予了肯定.实验班2中,100.0％的学生认为多种教学方法结合有助于加深对药理学知识的理解,提高分析、解决临床实际问题的能力及处方分析的能力;68.6％的学生认为有利于批判性思维能力的提高.50.0％的教师认为,多种教学方法结合有利于提高学生批判性思维能力.结论多种教学方法的有机结合有助于提高医学生分析、解决临床实际问题的能力,同时也有助于培养学生的批判性思维能力.
목적 배양의학생분석、해결림상실제문제적능력,동시배양학생적비판성사유.방법 선취로주의학원2007급림상의학전업학생105명,수궤분위대조반、실험반1화실험반2,대조반채취“이수과위기출적학습”교학방법,실험반1채취“이수과위기출적학습화이문제위기출학습”상결합적교학방법,실험반2채취“이수과위기출적학습、이문제위기출학습、모의의환장경교학화처방분석”상결합적교학방법.통과학생고핵화사생문권조사이검험불동교학방법재배양의학생분석、해결림상실제문제적능력화비판성사유능력적효과.결과 종합고시성적,실험반2학생우우실험반1학생,차이구유통계학의의;실험반1학생우우대조반학생,차이구유통계학의의.대조반중,약54.3％적학생대이수과위기출적학습적교학효과급여긍정.실험반1중,68.6％적학생대이문제위기출학습적교학효과급여료긍정.실험반2중,100.0％적학생인위다충교학방법결합유조우가심대약이학지식적리해,제고분석、해결림상실제문제적능력급처방분석적능력;68.6％적학생인위유리우비판성사유능력적제고.50.0％적교사인위,다충교학방법결합유리우제고학생비판성사유능력.결론 다충교학방법적유궤결합유조우제고의학생분석、해결림상실제문제적능력,동시야유조우배양학생적비판성사유능력.
Objective To develop the medical students' ability of analysis and solving clinical problems and critical thinking.Methods In Luzhou Medical College,We' ve chosen 105 students of 2007session in clinical medicine major,then randomly divideded them into contrasted class,experimental class 1 and experimental class 2.We accomplished pharmacological teaching by means of lecture-based learning in contrasted class,lecture-based learning problem-based learning in experimental class 1,and lecture-based learning,problem-based learning,simulating doctor-patient scene teaching and prescription analysis in experimental class 2.We evaluated application effect of diverseness teaching method by student learning performance record and examine teacher-student questionnaires investigation in developing the medical students' ability of analysis and solving clinical problems and critical thinking.Results The overall score of students in experimental class 2 was higher than that in experimental class 1,and the overall score of students in experimental class 1 was better than that in control class,and the difference is statistical significance.In experimental class 2,100.0％ students think that the students' ability of analysis and solving clinical problems and prescription were obviously improved by the different teaching method combination.The ability of students' critical thinking was respectively approved by 68.6％ medical students and 50.0％teachers.Conclusions The different teaching method combination is helpful to improve the medical students' ability of analysis and solving clinical problems and critical thinking.