摘要
目的 探讨以多媒体教学法、标准患者教学法、案例教学法、手术观摩教学法等多种教学方法相结合的多样化教学,在小儿外科临床见习的教学实施效果评价.方法 以2022年、2023年参加小儿外科临床见习的儿科学生为研究对象,随机分为试验组和对照组,每组分别45人.试验组采用多样化教学进行临床带教,对照组采用传统教学法进行带教.对比两组儿科学生的理论知识分数、技能操作分数、临床知识评分及总成绩,师生满意度及家属对儿科学生的满意度.结果 试验组的理论知识分数(85.69±4.59)、技能操作分数(86.36±4.35)、临床知识评分(87.71±4.01)及总成绩(86.59±2.85)均高于对照组,差异有统计学意义(P＜0.05).在满意度评价中,试验组在教学方式、学习兴趣、自我评价、团队协作能力及对小儿外科的专业认可度分别为(4.84±0.37)(4.87±0.34)(4.89±0.32)(4.84±0.37)(4.91±0.29),均高于对照组,差异有统计学意义(P＜0.01);而试验组及对照组对带教教师的理论知识水平分别为(4.80±0.46)(4.64±0.53),带教教师的积极性评分分别为(4.89±0.32、4.75±0.43),比较差异无统计学意义(P＞0.05);带教教师在试验组专业知识掌握情况、临床实践操作能力、学生学习积极性及团队协作能力评分分别为(4.82±0.39)(4.87±0.34)(4.91±0.29)(4.93±0.25),均高于对照组,差异有统计学意义(P＞0.05).患儿家属对试验组在医师尊重孩子、医师非常关注孩子及医师鼓励孩子提问并积极解决问题方面评分分别为(4.91±0.29)(4.93±0.25)(4.91±0.29),均高于对照组,差异有统计学意义(P＜0.05).结论 在小儿外科临床见习采用多样化教学不仅能提高儿科学生的理论、技能、临床知识水平,还能提高师生满意度及儿科学生对小儿外科的专业认可度.
Abstract
Objective To assess the impact of multimedia teaching methods,standard patient teaching methods,case teaching methods,and surgical observation teaching methods on clinical probation in pediatric surgery.Methods Pediatric students participating in clinical probation in pediatric surgery in 2022 and 2023 were randomly assigned to either the experimental group or the control group,with 45 students in each group.The experimental group received diversified teaching methods,while the control group received traditional teaching methods.A comparison was made between the two groups regarding theoretical knowledge scores,skill operation scores,clinical knowledge scores,total scores,teacher-student satisfaction levels,and family satisfaction levels of pediatric students.Results The experimental group demonstrated significantly higher theoretical knowledge scores(P＜0.05),skill operation scores(P＜0.05),clinical knowledge scores(P＜0.05),and total scores compared to the control group.In terms of satisfaction evaluation criteria such as teaching style,learning interest,self-evaluation ability,teamwork skills and professional recognition of pediatric surgery(P＜0.01),the experimental group showed significantly higher levels than the control group.There was no significant difference between the two groups regarding teachers'theoretical knowledge level and enthusiasm score(P＞0.05).However,the teachers in the experimental group scored significantly higher than those in the control group when it came to professional knowledge mastery,clinical practice ability,student learning enthusiasm,and teamwork skills(P＞0.05).Conclusions Implementing diversified teaching approaches during pediatric surgery clinical probation not only enhances theoretical understanding,skills development,and clinical expertise among pediatric students,but also improves overall satisfaction levels for both teachers and students as well as enhances professional recognition of pediatric surgery students.
维普
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