世界最新医学信息文摘（连续型电子期刊）
世界最新醫學信息文摘（連續型電子期刊）
세계최신의학신식문적（련속형전자기간）
World Latest Medicine Information
2015年
69期
42-43
,共2页
互动式案例%教学%少数民族%学生%妇产科学%应用
互動式案例%教學%少數民族%學生%婦產科學%應用
호동식안례%교학%소수민족%학생%부산과학%응용
Interactive case teaching,Students%Minority%Obstetrics and Gynecology%Application
目的：本文主要探讨和分析少数名族学生妇产科学教学活动中如何运用互动式案例教学方法以及这种教学方法产生的效果。方法选择2014年6月到2015年6月新疆医科大学厚薄学院临床医疗专业4个少数民族班级的学生作为研究对象，并随机分实验组和对照组，实验组学生(136人)选择互动式的案例教学法，对照组学生(132人)接受常规教学法。结果在经过系统科学的问卷调查之后，实验组中有134名学生同意该种教学方法，赞成率高达98.5%。不赞成这种教学方法的有2名学生，不赞成率为1.5%。对照组中有107例学生同意常规教学法，赞成率为81.1%。不赞成常规教学方法有25名，不赞成率为19.9%。在对学生考试成绩进行分析之后，实验组学生得分要高于对照组，两组学生之间的差异较为显著(P<0.05)，具有统计学意义。在对两组学生进行课后随堂测试过程中发现，实验组学生对于专业知识的掌握程度、知识的理解程度都要优于对照组，实验组学生对于教师教学评价也要优于对照组，两组学生之间的差异较为显著(P<0.05)。具有统计学意义。结论互动式案例教学方法在妇产科学教学实践中的运用对于培养少数民族学生的多项思维方式、临床思维能力、知识结构完善、发展学生自学能力有着积极的影响，也是我国现阶段临床医学中提升少数民族学生素质和教学质量常用的教学方法，值得使用和推广。
目的：本文主要探討和分析少數名族學生婦產科學教學活動中如何運用互動式案例教學方法以及這種教學方法產生的效果。方法選擇2014年6月到2015年6月新疆醫科大學厚薄學院臨床醫療專業4箇少數民族班級的學生作為研究對象，併隨機分實驗組和對照組，實驗組學生(136人)選擇互動式的案例教學法，對照組學生(132人)接受常規教學法。結果在經過繫統科學的問捲調查之後，實驗組中有134名學生同意該種教學方法，讚成率高達98.5%。不讚成這種教學方法的有2名學生，不讚成率為1.5%。對照組中有107例學生同意常規教學法，讚成率為81.1%。不讚成常規教學方法有25名，不讚成率為19.9%。在對學生攷試成績進行分析之後，實驗組學生得分要高于對照組，兩組學生之間的差異較為顯著(P<0.05)，具有統計學意義。在對兩組學生進行課後隨堂測試過程中髮現，實驗組學生對于專業知識的掌握程度、知識的理解程度都要優于對照組，實驗組學生對于教師教學評價也要優于對照組，兩組學生之間的差異較為顯著(P<0.05)。具有統計學意義。結論互動式案例教學方法在婦產科學教學實踐中的運用對于培養少數民族學生的多項思維方式、臨床思維能力、知識結構完善、髮展學生自學能力有著積極的影響，也是我國現階段臨床醫學中提升少數民族學生素質和教學質量常用的教學方法，值得使用和推廣。
목적：본문주요탐토화분석소수명족학생부산과학교학활동중여하운용호동식안례교학방법이급저충교학방법산생적효과。방법선택2014년6월도2015년6월신강의과대학후박학원림상의료전업4개소수민족반급적학생작위연구대상，병수궤분실험조화대조조，실험조학생(136인)선택호동식적안례교학법，대조조학생(132인)접수상규교학법。결과재경과계통과학적문권조사지후，실험조중유134명학생동의해충교학방법，찬성솔고체98.5%。불찬성저충교학방법적유2명학생，불찬성솔위1.5%。대조조중유107례학생동의상규교학법，찬성솔위81.1%。불찬성상규교학방법유25명，불찬성솔위19.9%。재대학생고시성적진행분석지후，실험조학생득분요고우대조조，량조학생지간적차이교위현저(P<0.05)，구유통계학의의。재대량조학생진행과후수당측시과정중발현，실험조학생대우전업지식적장악정도、지식적리해정도도요우우대조조，실험조학생대우교사교학평개야요우우대조조，량조학생지간적차이교위현저(P<0.05)。구유통계학의의。결론호동식안례교학방법재부산과학교학실천중적운용대우배양소수민족학생적다항사유방식、림상사유능력、지식결구완선、발전학생자학능력유착적겁적영향，야시아국현계단림상의학중제승소수민족학생소질화교학질량상용적교학방법，치득사용화추엄。
ObjectiveThis paper mainly discusses and analysis of minority nationality students in obstetrics and gynecology teaching activities in how to use interactive case teaching method and the teaching method to produce the effect.Methods Select June 2014 to June 2015 Xinjiang Medical University thickness of clinical medical professional four minority class students as research object, and were randomly divided into experimental group and control group, the interactive case teaching method for students in the experimental group (136). Students in the control group (132) received conventional teaching method.Results After a systematic investigation of the questionnaire, 134 students in the experimental group agreed with the teaching method, with a rate of 98.5%. There are 2 students who are not in favor of this teaching method, and the rate is 1.5%. In the control group, 107 cases in the control group agreed to the conventional teaching method, the approval rate was 81.1%. There are 25 ways to do not approve of the conventional teaching method, the non approval rate is 19.9%. After the analysis of the students’ examination results, the students in the experimental group were higher than the control group, the difference between the two groups was significant (P<0.05), with statistical significance. In the two groups of students in the course of school with the test, the students in the experimental group were better than the control group. The students in the experimental group were better than the control group. The difference between the two groups was significant (P<0.05). With statistical significance.Conclusion The application of interactive case teaching method in gynecology and obstetrics teaching practice for the cultivation of minority students in a number of ways of thinking, clinical thinking ability, improve the knowledge structure, to develop students’ self-study ability has a positive effect and our country at the present stage in clinical medicine enhance minority students’ quality and teaching quality of common teaching methods, worthy of application and popularization.
