摘要
目的 探讨二、三年级规培生按需进行小讲课学习带教的效果.方法 2023年5-6月在香港大学深圳医院消化内科、心血管内科、肾内科、口腔科和深圳市儿童医院小儿外科进行规培的二、三年级的规培生中选取60名规培生进行带教研究,随机数表法分为对照组和研究组两组,每组30名.对照组采用传统授课法完成带教.研究组按需进行小讲课学习.比较两组规培生授课中的学习主动性、自我评价评分、考试成绩.结果 不同小讲课模式下,通过对学生讲课前、讲课中、讲课后的学习反应比较,研究组规培生学习能动性评分优于对照组,差异有统计学意义(P均<0.05).研究组规培生的基础知识掌握、鉴别诊断的掌握程度、对病例分析的完整性掌握、制订诊疗方案的能力、对前沿知识的了解程度及对实践操作的指导作用评分优于对照组,差异有统计学意义(P均<0.05).研究组总成绩为(86.52±7.54)分高于对照组的(72.06±7.56)分,差异有统计学意义(P<0.05).结论 按需进行小讲课学习式医学教育可以作为规培生二、三年级小讲课方法,可以提升学习积极性,提高知识的吸收效率及转化率.
Abstract
Objective To explore the effect of on-demand small lectures for second-and third-grade students.Meth-ods From May to June 2023,60 students were selected from the second and third grade students in the Department of Gastroenterology,Cardiovascular Medicine,Nephrology,Stomatology and Pediatric Surgery of Shenzhen Children's Hospital of Hong Kong University for teaching research.The random number table method was used as the control group and the study group,with 30 students in each group.The control group used the traditional teaching method to complete the teaching.The study group conducted small lectures on demand.The learning initiative,self-evaluation score and test scores of the two groups were compared.Results Under different small lecture modes,by comparing the learning reactions of students before,during,and after lectures,the study group of trainees scored better on learning initiative than the control group,the differences were statistically significant(all P<0.05).The research group's mas-tery of basic knowledge,differential diagnosis,completeness of case analysis,ability to formulate diagnosis and treat-ment plans,understanding of cutting-edge knowledge,and guidance for practical operations scores were better than those of the control group,and the differences were statistically significant(all P<0.05).The total score of the research group was(86.52±7.54)points higher than that of the control group(72.06±7.56)points,and the difference was statisti-cally significant(P<0.05).Conclusion On-demand small lecture learning-based medical education can be used as a small lecture method for second-and third-year graduate students,which can enhance learning enthusiasm and im-prove the absorption efficiency and transformation rate of knowledge.
维普
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