CAJ | 학술논문

目的：比较基于网络的案例教学与普通的案例教学在内科临床实习教学中的应用效果。方法选择进入内科临床实习的2010级五年制临床医学专业和七年制口腔医学专业学生为研究对象。共75名学生，其中40名学生参与网络案例教学组，通过网络平台自学教学案例并分组讨论后在课堂上反馈总结；35名学生参与普通案例教学组。内科临床实习结束后，通过两组实习考核成绩和对网络案例教学组的问卷调查评价临床实习教学效果。两组考核成绩比较采用SPSS16.0软件进行t检验。结果网络案例教学组考核总成绩高于普通案例教学组，两组学生的基础知识和病例分析两项成绩得分比较，差异有统计学意义[（85.2±8.7） vs.（80.5±9.8），P=0.031；（87.3±6.2） vs.（84.4±5.6），P=0.038]。网络案例教学组75%（30人）以上的学生对基于网络的案例教学给予良好评价。结论在内科临床实习教学中引入基于网络的案例教学，教学效果明显优于普通的案例教学，有助于教学大纲的落实，有助于学生将理论知识应用于临床分析，提高学生自主学习的兴趣和能力，提高临床教学效率。
목적：비교기우망락적안례교학여보통적안례교학재내과림상실습교학중적응용효과。방법선택진입내과림상실습적2010급오년제림상의학전업화칠년제구강의학전업학생위연구대상。공75명학생，기중40명학생삼여망락안례교학조，통과망락평태자학교학안례병분조토론후재과당상반궤총결；35명학생삼여보통안례교학조。내과림상실습결속후，통과량조실습고핵성적화대망락안례교학조적문권조사평개림상실습교학효과。량조고핵성적비교채용SPSS16.0연건진행t검험。결과망락안례교학조고핵총성적고우보통안례교학조，량조학생적기출지식화병례분석량항성적득분비교，차이유통계학의의[（85.2±8.7） vs.（80.5±9.8），P=0.031；（87.3±6.2） vs.（84.4±5.6），P=0.038]。망락안례교학조75%（30인）이상적학생대기우망락적안례교학급여량호평개。결론재내과림상실습교학중인입기우망락적안례교학，교학효과명현우우보통적안례교학，유조우교학대강적락실，유조우학생장이론지식응용우림상분석，제고학생자주학습적흥취화능력，제고림상교학효솔。
Objective To compare the case-based learning with network with the traditional case-based learning in its effects on clinical practice of internal medicine. Methods Seventy-five in-terns of clinical medicine(5-years programme) and stomatology (7-year programme) of grade 2010 were enrolled, among which forty interns were assigned to the experimental group with the case-based learning with network, feedbacking summary in class after the case of self-study teaching through the network platform and discussion in groups; while the remaining thirty-five interns were provided with the traditional case-based learning as control group. Both groups were assessed with tests of the the-oretical knowledge and clinical skills at the end of their internship in internal medicine. A questionnaire, given to the interns in experimental group, was used to evaluate the teaching effect. The assessment result of both groups was done by t test with the SPSS 16.0 software. Results The total score of the network case teaching group is higher than the ordinary case teaching group. A significant difference of scores in theoretical knowledge and case analysis was witnessed between the two groups (85.2 ±8.7 vs. 80.5 ±9.8, P=0.031 and 87.3 ±6.2 vs. 84.4 ±5.6, P=0.038, respectively). More than 75%interns in the network case teaching group were satisfied with the case-based learning with network. Conclusion The teaching effect the network case teaching is obviously better than the ordinary case teaching . The introduction of the case-based learning with network in clinical practice of inter-nal medicine is beneficial to the implementation of syllabus and students' application of knowledge to clinical analysis. It also helps to improve students' interest and ability of autonomous learning, as well as improve the efficiency of clinical teaching.