CAJ | 학술논문

目的：探讨八年制拔尖创新医学生的培养模式。方法从课程学时设置、教学内容、教学方法、技能培训等方面进行教学革新，创建全新的医学桥梁课程教学模式，在2008年级八年制36名学生（教改班）中实施，分析比较教学效果反馈及考试成绩，并与40名普通班学生进行回顾性分析比较。结果教改班学生诊断学平均成绩明显高于同年级普通班学生，尤其是主观试题得分[（37．82±5．30）分]显著高于普通班[（30．82±6．54）分]，两者差异有统计学意义（ t ＝5．136， P＜0．01）。教改班手术学[（91．63±5．37）分]和影像诊断学[（89．95±3．24）分]成绩高于普通班[（73．59±6．41）分；（82．51±7．07）分]，差异有统计学意义（ t ＝13．13，6．14；P＜0．01）。结论新教学模式下八年制学生学习主动性更强，诊疗基本知识和技能掌握更扎实，且在临床诊疗思维培养方面表现出一定优势。
목적：탐토팔년제발첨창신의학생적배양모식。방법종과정학시설치、교학내용、교학방법、기능배훈등방면진행교학혁신，창건전신적의학교량과정교학모식，재2008년급팔년제36명학생（교개반）중실시，분석비교교학효과반궤급고시성적，병여40명보통반학생진행회고성분석비교。결과교개반학생진단학평균성적명현고우동년급보통반학생，우기시주관시제득분[（37．82±5．30）분]현저고우보통반[（30．82±6．54）분]，량자차이유통계학의의（ t ＝5．136， P＜0．01）。교개반수술학[（91．63±5．37）분]화영상진단학[（89．95±3．24）분]성적고우보통반[（73．59±6．41）분；（82．51±7．07）분]，차이유통계학의의（ t ＝13．13，6．14；P＜0．01）。결론신교학모식하팔년제학생학습주동성경강，진료기본지식화기능장악경찰실，차재림상진료사유배양방면표현출일정우세。
Objective To discuss the education pattern of excellent and creative eight?year?school?system medical students.Methods Innovative reformations of class hour,class content,teaching method and skills training were included and a new teaching pattern of medical bridge curriculum was established in the experimental class covering two grades with 36 students. The teaching effects and the students′ test results were analyzed and compared with non?experimental students. Results The average score of diagnostics among experimental students was apparently higher than their counterparts in non?experimental classes in the same grade,the score of subjective questions among experimental students (37.82±5.30) was obviously bigger than that of the other group (30.82±6.54). The differences was statistical significance ( t =5.136, P<0.01) . The average scores of experimental classes ’ surgery ( 91. 63 ± 5. 37 ) and image diagnostics (89.95±3.24) were also better than those of the non?experimental classes ( surgery:73. 59 ± 6. 41;image diagnostics:82.51±7.07).The differences were also statistical significance ( t =13.13,6.14; P <0.01). Conclusion Students have a more active learning attitude under the new teaching pattern and they have a better understanding of the basic knowledge of diagnostics as well as a greater clinical skill. They also show some advantages in terms of clinical thinking of diagnosis and treatment.