CAJ | 학술논문

目的：比较以器官系统为基础的医学整合课程教学和传统教学模式差异，评价整合课程实施的效果。方法通过对实施整合课程教学的63名学生和未实施整合课程的183名学生以及76名教师进行问卷调查，从情感、认知和动作技能3个领域展开评价，采用SPSS统计软件进行统计分析。结果学生情感领域评价指标中，学习兴趣、自主学习与终身学习、科学精神方面，教师认为试验班优于普通班，差异均有统计学意义（P=0.000、0.031、0.001）；在认知领域，学生对两种课程模式促进知识的记忆、理解和运用的认可程度，存在统计学差异（P=0.000），试验班认可程度高；在动作技能领域，超过55.3%（42/76）的教师认为试验班优于普通班；学生问卷调查显示，专项操作技能（P=0.077）和人际沟通能力（P=0.311）差异无统计学意义。结论实施整合课程教学的学生在学习兴趣、自主学习与终身学习的意识、科学精神、新知识的积累、知识体系构建、病历书写及体格检查、临床思维能力、获取及处理信息能力、人际沟通能力、团队协作能力等方面与传统教学相比表现更为突出，在对知识的记忆能力和临床操作能力等方面的差异还有待进一步研究。
목적：비교이기관계통위기출적의학정합과정교학화전통교학모식차이，평개정합과정실시적효과。방법통과대실시정합과정교학적63명학생화미실시정합과정적183명학생이급76명교사진행문권조사，종정감、인지화동작기능3개영역전개평개，채용SPSS통계연건진행통계분석。결과학생정감영역평개지표중，학습흥취、자주학습여종신학습、과학정신방면，교사인위시험반우우보통반，차이균유통계학의의（P=0.000、0.031、0.001）；재인지영역，학생대량충과정모식촉진지식적기억、리해화운용적인가정도，존재통계학차이（P=0.000），시험반인가정도고；재동작기능영역，초과55.3%（42/76）적교사인위시험반우우보통반；학생문권조사현시，전항조작기능（P=0.077）화인제구통능력（P=0.311）차이무통계학의의。결론실시정합과정교학적학생재학습흥취、자주학습여종신학습적의식、과학정신、신지식적적루、지식체계구건、병역서사급체격검사、림상사유능력、획취급처리신식능력、인제구통능력、단대협작능력등방면여전통교학상비표현경위돌출，재대지식적기억능력화림상조작능력등방면적차이환유대진일보연구。
Objective By comparing the organ system based medical integration teaching mode and traditional teaching mode to evaluate the effect of the integration of curriculum implemen-tation. Methods Through a questionnaire survey of 63 students who implement integrated curriculum and 183 students who are not implementing integrated curriculum as well as 76 teachers, we evaluate students' emotional, cognitive and motor skills, using SPSS statistical analysis, chi-square test. Results In the affective domain, most of the teachers thought the experimental class was superior to the com-mon one in learning interest, lifelong learning and independent learning, critical thinking, the contrast of the two classes were P=0.000, P=0.031 and P=0.001 respectively, all of significant difference. In the cognitive domain, the contrast of the two classes in memory, understanding and application were P=0.000, all of significant difference. The experimental class has high degree of recognition. In the psychomotor domain, more than 55.3%(42/76) of the teachers thought that the experimental class was superior to the common class. According to the students' questionnaire survey, the contrast of the two classes in clinical operation skills, Interpersonal communication skills were P=0.077, P=0.031 respec-tively. There was no statistically significant difference. Conclusions The integrated curriculum teach-ing model can greatly promote students' abilities in most areas such as interest in learning, lifelong learning awareness, clinical thinking ability; interpersonal communication skills etc. In some respects the differences remains to be further studied such as memory of knowledge, systematic knowledge, and clinical operation skills, etc.