中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2014年
11期
1129-1132
,共4页
李昕%宋维军%赵阳%金亚平
李昕%宋維軍%趙暘%金亞平
리흔%송유군%조양%금아평
案例教学%职业卫生学%七年制临床医学专业
案例教學%職業衛生學%七年製臨床醫學專業
안례교학%직업위생학%칠년제림상의학전업
Case-based learning%Occupational health%Seven-year clinical medicine program
目的 探讨案例教学在七年制临床医学专业职业卫生学教学中的应用,并对之进行效果评价.方法 选择本校2010级临床医学专业七年制学生为教学对象,并将之分为案例教学组(55人)和传统教学组(56人);分别实施案例教学(理论课采用“故事化案例”教学、实验课采用“现患案例”教学)和传统教学(理论课采用传统讲授形式、实验课主要为观看教学录像片).分别以t检验和x2检验对两组学生的课后考评成绩和问卷调查结果进行分析比较.结果 案例教学组学生的课后考评总分[(11.84±2.86) vs.(9.80±3.39),t=-3.419]、基本认知能力分[(4.80±1.08)vs(4.05±1.43),t=-3.097]、分析解决能力分[(7.04±2.21)vs (5.75±2.59),t=-2.813)]均高于传统教学组(P＜0.05).问卷调查显示,案例教学组学生对所用教学方法在提高分析问题能力(x2=4.757)、增进学习兴趣(x2=4.371)、促进知识融会贯通(x2=4.276)等方面持肯定态度的人数和比例高于传统教学组(P＜0.05).结论 案例教学可通过激发学生的学习能动性,提高其创造性运用知识、分析和解决实际问题的能力,从而提升课程成绩.
目的 探討案例教學在七年製臨床醫學專業職業衛生學教學中的應用,併對之進行效果評價.方法 選擇本校2010級臨床醫學專業七年製學生為教學對象,併將之分為案例教學組(55人)和傳統教學組(56人);分彆實施案例教學(理論課採用“故事化案例”教學、實驗課採用“現患案例”教學)和傳統教學(理論課採用傳統講授形式、實驗課主要為觀看教學錄像片).分彆以t檢驗和x2檢驗對兩組學生的課後攷評成績和問捲調查結果進行分析比較.結果 案例教學組學生的課後攷評總分[(11.84±2.86) vs.(9.80±3.39),t=-3.419]、基本認知能力分[(4.80±1.08)vs(4.05±1.43),t=-3.097]、分析解決能力分[(7.04±2.21)vs (5.75±2.59),t=-2.813)]均高于傳統教學組(P＜0.05).問捲調查顯示,案例教學組學生對所用教學方法在提高分析問題能力(x2=4.757)、增進學習興趣(x2=4.371)、促進知識融會貫通(x2=4.276)等方麵持肯定態度的人數和比例高于傳統教學組(P＜0.05).結論 案例教學可通過激髮學生的學習能動性,提高其創造性運用知識、分析和解決實際問題的能力,從而提升課程成績.
목적 탐토안례교학재칠년제림상의학전업직업위생학교학중적응용,병대지진행효과평개.방법 선택본교2010급림상의학전업칠년제학생위교학대상,병장지분위안례교학조(55인)화전통교학조(56인);분별실시안례교학(이론과채용“고사화안례”교학、실험과채용“현환안례”교학)화전통교학(이론과채용전통강수형식、실험과주요위관간교학록상편).분별이t검험화x2검험대량조학생적과후고평성적화문권조사결과진행분석비교.결과 안례교학조학생적과후고평총분[(11.84±2.86) vs.(9.80±3.39),t=-3.419]、기본인지능력분[(4.80±1.08)vs(4.05±1.43),t=-3.097]、분석해결능력분[(7.04±2.21)vs (5.75±2.59),t=-2.813)]균고우전통교학조(P＜0.05).문권조사현시,안례교학조학생대소용교학방법재제고분석문제능력(x2=4.757)、증진학습흥취(x2=4.371)、촉진지식융회관통(x2=4.276)등방면지긍정태도적인수화비례고우전통교학조(P＜0.05).결론 안례교학가통과격발학생적학습능동성,제고기창조성운용지식、분석화해결실제문제적능력,종이제승과정성적.
Objective To observe and evaluate the application of case-based learning in occupational health teaching of clinical medicine students.Methods Seven-year undergraduates majored in clinical medicine were selected as study subjects,divided into two groups,and received case-based learning(55 persons,story case for theory course,field case for experiment course)and traditional teaching(56 persons,theoretical instruction for theory course,instructional video for experiment course),respectively.T test and x2 test were used to analyze and compare students' after-school evaluation results and the questionnaire survey results of both groups respectively.Results The total score of the after-school evaluation[(11.84 ± 2.86) vs.(9.80 ± 3.39),t=-3.419],basic cognitive ability score[(4.80 ± 1.08) vs.(4.05 ± 1.43),t=-3.097] and analyzing ability score[(7.04 ±2.21) vs.(5.75 ± 2.59),t=-2.813] of students in the case-based learning group were significantly higher than those of the students in the traditional teaching group(P＜0.05).Questionnaire survey showed that the number and proportion of case teaching group of students held a positive attitude towards the teaching methods used in improving students' ability to analyze problems(x2=4.757),increasing study interest (x2=4.371),promoting knowledge mastery (x2=4.276) is higher than traditional teaching group (P＜0.05).Conclusion Case-based learning can inspire students' learning initiative,improve their creative ability to use knowledge,analyze and solve practical problems,so as to promote the course scores.
