Objective:To explore the effect of microteaching in emergency training for medical freshmen. Methods:80 new students enrolled in Anhui Medical University in 2020 and 2022 were randomly divided into control and research groups. Students in the control group chose a teaching method of video teaching, teacher explanation, and self practice. In the research group, students received video teaching, teacher explanation, group practice and video correction of errors. The on-site assessment and questionnaire survey were used to evaluate the level of knowledge mastery and satisfaction with teaching methods between the groups. Results:The average score of skill in research group was significantly higher than that of the control group (P<0.05). There was no significant difference in theoretical achievements between two groups. The satisfaction rate of teaching in the research group was higher than that of the control group (P<0.05).Conclusion:Microteaching is a more suitable method for medical freshmen emergency training, and students have high satisfaction with it.
维普
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