Exploration of a Credit-Based Teaching Model to Enhance Medical Interns'Subjective Initiative
Objective:To explore the application of a credit-based teaching model during the internship period of medical students and its role in enhancing their subjective initiative.Methods:A total of 200 clinical medicine interns received by our hospital from January to December 2019 were selected as the study subjects.They were randomly divided into a control group and an experimental group using odd-even numbering,with 100 interns in each group.The control group used traditional teaching methods,while the experimental group implemented the credit-based model during the internship period.The theoretical and practical examination scores of the two groups were compared,along with the recognition of learning enthusiasm by students and their instructors.Results:The experimental group showed significantly higher theoretical and practical examination scores compared to the control group(P＜0.05).The proportion of students who believed their learning enthusiasm had improved and the proportion of instructors who recognized increased student enthusiasm were both significantly higher in the experimental group than in the control group(P＜0.05).Conclusion:The application of a credit-based teaching model during the internship period can effectively improve medical students'theoretical and practical skills as well as their learning enthusiasm,making it a model worth promoting.
Medical StudentsInternship PeriodCredit-Based ModelAssessment ScoresEnthusiasm
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