CAJ | 학술논문

目的比较启发式教学和讲授式教学两种教学方法在医学影像学实践课中培养医学生临床应用能力的近期和远期效果.方法选择四川大学华西医学中心2002级临床医学专业三年级56名学生为研究对象,分为实验组和对照组(各28人),分别采用启发式教学和讲授式教学进行医学影像学实践课教学,在学期末及2年后临床内科实习末期分别进行考核和问卷调查.结果对期末考试试卷分析表明,两组学生总成绩及客观题得分差异无统计学意义；主观题和难度大的试题,实验组学生得分高于对照组学生.2年后再次考核,实验组学生总成绩、客观题、主观题及难度大试题得分均高于对照组学生.问卷调查结果显示,实验组学生在学习兴趣、临床思维能力、临床应用能力、解决疑难问题能力及语言能力方面均优于对照组学生.结论启发式教学对医学影像学实践课教学培养医学生临床应用能力优于讲授式教学,是值得推广的一种教学方法.
목적 비교계발식교학화강수식교학량충교학방법재의학영상학실천과중배양의학생림상응용능력적근기화원기효과.방법 선택사천대학화서의학중심2002급림상의학전업삼년급56명학생위연구대상,분위실험조화대조조(각28인),분별채용계발식교학화강수식교학진행의학영상학실천과교학,재학기말급2년후림상내과실습말기분별진행고핵화문권조사.결과 대기말고시시권분석표명,량조학생총성적급객관제득분차이무통계학의의；주관제화난도대적시제,실험조학생득분고우대조조학생.2년후재차고핵,실험조학생총성적、객관제、주관제급난도대시제득분균고우대조조학생.문권조사결과현시,실험조학생재학습흥취、림상사유능력、림상응용능력、해결의난문제능력급어언능력방면균우우대조조학생.결론 계발식교학대의학영상학실천과교학배양의학생림상응용능력우우강수식교학,시치득추엄적일충교학방법.
Objective To probe the potential application and advantages of Socratic method in the film-reading session of imaging radiology through comparison with the traditional didactic method.Methods 56 third-year medical students were evenly divided into two groups (Group A with Socratic method and Group B with didactic method).The analysis of final examination of radiology course and an anonymous investigation were carried out at the end of semester and at the end of their internship two-year later respectively.Results For the evaluation of teaching efficiency on time,there was no difference of the total score and the scores of objective questions for the two groups.But the scores of subjective questions and the questions with the high difficulty coefficient for students in Group A were higher than Group B (P＜0.05).The anonymous investigation showed that the students in Group A obviously demonstrated the stronger ability in analyzing and solving the concrete problems,as well as in language expression and studying interests.However,the students in Group B showed advantageous in the basic theoretic knowledge.When tracing to long-term teaching efficiency 2-year later,the scores of total,subjective and objective questions,and the questions with the high difficulty coefficient for students in Group A were all higher than Group B.The anonymous survey proved that the students in Group A were satisfied with Socratic method to help them a lot in solving clinical problems and strengthening their ability in practice.Conclusions In the filmreading session of radiology education for medical students,the Socratic method emphasized the student's participation and active thinking,also showed the potential influence on their career.