CAJ | 학술논문

目的：探讨病例讨论教学法在临床医学八年制急救医学教学中的应用及其效果。方法由教员负责选取临床中的实际疑难病例，由于诊断困难造成患者死亡，后期有病理解剖结果明确诊断。将本院29名2008级的八年制学员每4～5人一个小组进行分组，提前一周开始准备材料，查阅文献，并做成 PPT。汇报时每组指定一名学员上台汇报，然后教员总结，公布病理检查结果，点评分析学员分析过程中的优点和不足。结果所有小组利用课余时间查阅资料，上网搜索文献，并相互交流讨论，上台发言，病史特点的总结方面小组间的差别不大；在诊断上的分歧较大，仅有一组学员列出的诊断完全符合病理检查结果，但是所有小组的鉴别诊断分析较为全面。后期问卷调查反馈结果，所有学员均认为有必要在急救医学教学中开设病例讨论，有27名（93％）的学生认为病例讨论课比传统大班课的收获要大。结论病例讨论教学法明显激发学员学习的热情和主动性，提高学员的临床判断思维能力，锻炼学员一定的语言表达能力。
목적：탐토병례토론교학법재림상의학팔년제급구의학교학중적응용급기효과。방법유교원부책선취림상중적실제의난병례，유우진단곤난조성환자사망，후기유병리해부결과명학진단。장본원29명2008급적팔년제학원매4～5인일개소조진행분조，제전일주개시준비재료，사열문헌，병주성 PPT。회보시매조지정일명학원상태회보，연후교원총결，공포병리검사결과，점평분석학원분석과정중적우점화불족。결과소유소조이용과여시간사열자료，상망수색문헌，병상호교류토론，상태발언，병사특점적총결방면소조간적차별불대；재진단상적분기교대，부유일조학원렬출적진단완전부합병리검사결과，단시소유소조적감별진단분석교위전면。후기문권조사반궤결과，소유학원균인위유필요재급구의학교학중개설병례토론，유27명（93％）적학생인위병례토론과비전통대반과적수획요대。결론병례토론교학법명현격발학원학습적열정화주동성，제고학원적림상판단사유능력，단련학원일정적어언표체능력。
Objective To investigate the application and effect of case -based learning on emergency medicine teaching in students of 8 -year clinical medicine program.Methods The lecturers selected the cases with questionable diagnoses, including the case of patient death due to diagnosing difficulties with clear pathological results.A total of 29 students of the 8 -year program in certain hospital were divided into groups with 4 -5 students as one group.They were told to start preparing the presentation by patient data collection , literature search and PowerPoint slides design .One of the students in each group was chosen as the presenter to reporting the find -ings of the group.The lecturer then assessed and summarized the case and unveils the final pathologic results .Re-sult All groups managed to finish the task of data collection and online literature search .In -group discussion was conducted and the presentations were done successfully .Little dispute was found among different groups in pa -tient history summaries.Whereas the diagnosis decided by each group was found with considerable differences .On-ly one group listed all the diagnoses consistent to the pathologic results , while the list of differential diagnoses of all groups was comprehensive.The feedback questionnaire showed that all of the participating students considered it necessary to implement problem -based learning in emergency medicine , 27 (93%) students admitted that they learned more from problem -based learning than conventional teaching .Conclusion Case -based learning method provoked the enthusiasm of the medical students , improved their clinical thinking ability and to some extent in -creased their language competence in professional medicine .