CAJ | 학술논문

目的：评价Seminar教学法在临床医学八年制儿科临床教学中的应用效果。方法选取在第四军医大学西京医院儿科实习的40名临床医学八年制学生随机分为两组，在临床带教中实验组采用Seminar教学法，对照组采用传统教学法。实习结束后进行理论考试、临床操作技能考试和问卷调查，评价教学效果。结果实验组理论成绩为(92.950±2.212)分，对照组理论成绩为(86.250±3.823)分，两组理论成绩比较差异有高度统计学意义(P<0.01)；实验组操作技能成绩为(93.700±2.227)分，对照组操作技能成绩为(89.600±2.836)分，两组操作技能成绩差异有高度统计学意义(P<0.01)。实验组问卷调查总分为(35.850±2.907)分，对照组问卷调查总分为(29.150±2.681)分，两组差异有高度统计学意义(P<0.01)，且实验组问卷单项评分均高于对照组(P<0.05或P<0.01)。结论 Seminar教学法能调动学生学习积极性，提高学生基本能力，提高教学效果，值得进一步探索和完善。
목적：평개Seminar교학법재림상의학팔년제인과림상교학중적응용효과。방법선취재제사군의대학서경의원인과실습적40명림상의학팔년제학생수궤분위량조，재림상대교중실험조채용Seminar교학법，대조조채용전통교학법。실습결속후진행이론고시、림상조작기능고시화문권조사，평개교학효과。결과실험조이론성적위(92.950±2.212)분，대조조이론성적위(86.250±3.823)분，량조이론성적비교차이유고도통계학의의(P<0.01)；실험조조작기능성적위(93.700±2.227)분，대조조조작기능성적위(89.600±2.836)분，량조조작기능성적차이유고도통계학의의(P<0.01)。실험조문권조사총분위(35.850±2.907)분，대조조문권조사총분위(29.150±2.681)분，량조차이유고도통계학의의(P<0.01)，차실험조문권단항평분균고우대조조(P<0.05혹P<0.01)。결론 Seminar교학법능조동학생학습적겁성，제고학생기본능력，제고교학효과，치득진일보탐색화완선。
Objective To evaluate the teaching effect of Seminar method in clinical teaching of 8-year program medical students in Pediatric Department. Methods A total of 40 8-year program medical students were randomly divided into two equal groups, the experimental group with Seminar method and the control group with traditional teaching method.The teaching effect was evaluated by scores of theoretic test, operating skill and questionnaire survey when the practice was finished. Results Theoretic test scores of the experimental group and the control group were (92.950±2.212) scores and (86.250±3.823) scores respectively, there was significant difference between the two groups (P< 0.01). Operating skill scores of the experimental group and the control group were (93.700±2.227) scores and (89.600±2.836) scores, there was significant difference between the two groups (P< 0.01). Total questionnaire survey scores of the experimen-tal group and the control group were (35.850±2.907) scores and (29.150±2.681) scores respectively, with statistically sig-nificant difference (P<0.01). While score of each individual item in the experimental group was also higher than that of the corresponding individual item in the control group, with statistically significant difference (P< 0.05 or P< 0.01). Conclusion Seminar method can effectively improve students' learning initiative, basic ability and teaching effect. This method is worth further exploration.