CAJ | 학술논문

目的探讨启发式教学在临床医学专业本科生医学影像学实习课教学中的应用效果.方法选择北京大学2008至2010级八年制临床医学专业第3年级学生共66人为教学对象,分为实验组(n=33)和对照组(n=33).实验组采用启发式教学,教师通过提问,运用设疑启发、故事启发、直观启发等方法,引导学生发现和解决问题,培养其影像学思维能力.对照组采用讲授式教学.在学期末进行试卷考核和问卷调查,并在2008级和2009级学生临床实习1年后再次进行问卷调查.分别采用t检验和秩和检验比较两组学生试卷成绩差异和问卷调查结果.结果试卷分析表明,实验组各年级期末考试成绩均高于对照组(2008、2009、2010级两组比较,P值分别为0.015、0.001、0.026).两次问卷调查显示,实验组在学习兴趣、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的培养方面均优于对照组.结论在临床医学专业本科生医学影像学实习课教学中,合理应用启发式教学,有助于提高学生学习的积极性和主动性;有助于培养医学生的临床应用能力;同时,也能提高教师的教学水平.
목적 탐토계발식교학재림상의학전업본과생의학영상학실습과교학중적응용효과.방법 선택북경대학2008지2010급팔년제림상의학전업제3년급학생공66인위교학대상,분위실험조(n=33)화대조조(n=33).실험조채용계발식교학,교사통과제문,운용설의계발、고사계발、직관계발등방법,인도학생발현화해결문제,배양기영상학사유능력.대조조채용강수식교학.재학기말진행시권고핵화문권조사,병재2008급화2009급학생림상실습1년후재차진행문권조사.분별채용t검험화질화검험비교량조학생시권성적차이화문권조사결과.결과 시권분석표명,실험조각년급기말고시성적균고우대조조(2008、2009、2010급량조비교,P치분별위0.015、0.001、0.026).량차문권조사현시,실험조재학습흥취、림상사유능력、림상응용능력、해결의난문제능력급어언능력적배양방면균우우대조조.결론 재림상의학전업본과생의학영상학실습과교학중,합리응용계발식교학,유조우제고학생학습적적겁성화주동성;유조우배양의학생적림상응용능력;동시,야능제고교사적교학수평.
Objective to probe the potential application and advantages of heuristic method in the film-reading session of Imaging Radiology.Methods 66 eight-year program clinical medical juniors in the grade of 2008 to 2010 in Beijing University were selected as the subject and were evenly divided into two groups.Experimental group(n=33) was taught with heuristic method,in which the teacher ask questions and lead the students to find the way to solve problems in the way of clinical thinking mode.Control group(n=33) was taught with didactic method.The analysis of final examination of radiology course and an anonymous questionnaire survey were carried out at the end of semester,and the questionnaire survey to the students in grade 2008 and 2009 was conducted again after 1 years of their clinical practice.Results The score of students in experimental group were higher than those of control group (P=0.015,0.001,0.026 for the students in the grade of 2008,2009 and 2010 seperately).The two survey shows that the experimental group is better than the control group in the aspects of learning interest,clinical thinking ability,clinical application ability,solving difficult problem ability and language expression ability.Conclusion In the medical imaging practice teaching for clinical medical specialty undergraduate,the reasonable application of heuristic teaching,helps to improve students' learning enthusiasm and initiative,helps to cultivate medical students' ability of clinical application,and at the same time,can also improve teachers' teaching level.