三阶段混合式教学法在医学生内科临床技能教学中的应用
Application of the Three-Stage Blended Learning Approach in Medical Students'Clinical Skills Teaching in Internal Medicine
邹莉萍 1安萍 1刘忠纯1
作者信息
- 1. 武汉大学人民医院,湖北武汉 430060
- 折叠
摘要
目的:探索三阶段混合式教学法在医学生临床内科技能教学中的应用效果.方法:选择2015级临床医学专业153名学生作为研究对象,将其分为试验组和对照组.试验组采用三阶段混合式教学方法,对照组采用传统教学方法.学习结束后,两组学生均参加内科临床技能毕业考试,包含胸腔穿刺、腹腔穿刺、腰椎穿刺和骨腔穿刺4个内科站点.结果:试验组每个站点的考试成绩及总分均高于对照组[胸腔穿刺:(84.25±7.96)分 vs.(80.81±8.22)分、腹腔穿刺:(84.11±6.38)分 vs.(81.10±7.13)分、腰椎穿刺:(83.84±7.28)分vs.(80.96±6.83)分、骨腔穿刺:(84.12±6.56)分 vs.(81.92±7.01 分,总分:(84.08±7.04)分 vs.(81.18±7.30分)](均P＜0.05).同时,试验组培训后每个站点的考试成绩及总分均高于培训前[胸腔穿刺:(84.25±7.96)分vs.(79.88±9.05)分、腹腔穿刺:(84.11±6.38 分 vs.79.96±9.79)分、腰椎穿刺:(83.84±7.28 分 vs.79.67±9.88)分、骨腔穿刺:(84.12±6.25)分 vs.(79.99±9.90)分,总分:(84.08±7.04)分 vs.(79.82±9.14)分](均P＜0.05).结论:三阶段混合式教学法有助于提升医学生的内科临床技能,弥补了传统教学方法的不足.
Abstract
Objective:To explore the effectiveness of the three-stage blended learning approach in teaching clinical skills in internal medicine to medical students.Methods:A total of 153 clinical medicine students from the 2015 cohort at Renmin Hospital of Wuhan University were selected as study participants and divided into an experimental group and a control group.The experimental group adopted the three-stage blended learning method,The control group used traditional teaching methods.After the course,both groups participated in a graduation examination for clinical skills in internal medicine,which included four internal medicine procedures:thoracentesis,abdominal paracentesis,lumbar puncture,and bone marrow aspiration.Results:The exam scores for each procedure and the total score were significantly higher in the experimental group than in the control group thoracentesis:(84.25±7.96)vs.(80.81±8.22);abdominal paracentesis:(84.11±6.38)vs.(81.10±7.13);lumbar puncture:(83.84±7.28)vs.(80.96±6.83);bone marrow aspiration:(84.12±6.56)vs.(81.92±7.01);total score:(84.08±7.04)vs.(81.18±7.30),with differences being statistically significant(all P＜0.05).Additionally,the post-training exam scores for each procedure and the total score in the experimental group were significantly higher than the pre-training scores thoracentesis:(84.25±7.96)vs.(79.88±9.05);abdominal paracentesis:(84.11±6.38)vs.(79.96±9.79);lumbar puncture:(83.84±7.28)vs.(79.67±9.88);bone marrow aspiration:(84.12±6.25)vs.(79.99±9.90);total score:(84.08±7.04)vs.(79.82±9.14),with differences being statistically significant(all P＜0.05).Conclusion:The three-stage blended learning approach is effective in enhancing medical students'clinical skills in internal medicine and addresses the shortcomings of traditional teaching methods.
关键词
三阶段混合式教学法/临床内科技能/医学生/教学效果Key words
Three-stage blended learning approach/Clinical skills in internal medicine/Medical students/Teaching effectiveness引用本文复制引用
出版年
2024
NETL
NSTL
万方数据