[1]彭 虹,陈 丽,谭天海,等.教师标准化病人结合CBL在诊断学实验教学中的应用[J].医学信息,2019,32(21):16-17.[doi:10.3969/j.issn.1006-1959.2019.21.006]
　PENG Hong,CHEN Li,TAN Tian-hai,et al.Application of Teacher Standardized Patient Combined with CBL in Diagnostic Experiment Teaching[J].Journal of Medical Information,2019,32(21):16-17.[doi:10.3969/j.issn.1006-1959.2019.21.006]
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教师标准化病人结合CBL在诊断学实验教学中的应用()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
32卷
期数:
2019年21期
页码:
16-17
栏目:
出版日期:
2019-11-01

文章信息/Info

Title:
Application of Teacher Standardized Patient Combined with CBL in Diagnostic Experiment Teaching
文章编号:
1006-1959（2019）21-0016-02
作者:
彭 虹; 陈 丽; 谭天海; 聂永胜
（遵义医科大学附属医院诊断学实验室，贵州 遵义 563000）
Author(s):
PENG Hong; CHEN Li; TAN Tian-hai; NIE Yong-sheng
(Laboratory of Diagnostics,Affiliated Hospital of Zunyi Medical University,Zunyi 563000,Guizhou,China)
关键词:
诊断学; 实验教学; 教学方法; 教师标准化病人; 案例教学法
Keywords:
Diagnostics; Experimental teaching; Teaching methods; Teacher standardized patients; Case-based learning
分类号:
G642；R44
DOI:
10.3969/j.issn.1006-1959.2019.21.006
文献标志码:
B
摘要:
目的 探讨教师标准化病人结合案例教学法在诊断学实验教学中的应用效果。方法 选取遵义医科大学第一临床学院2017级71名临床医学专业学生，随机分为观察组36人，对照组35人。观察组实施教师标准化病人结合案例教学法，对照组实施传统教学法，比较两组教学考核指标及教学信息反馈效果。结果 培训后观察组课堂理论测试成绩为（88.28±10.56）分、实践技能考核成绩为（89.03±14.15）分，分别高于对照组课堂理论测试成绩（82.65±11.49）分、实践技能考核成绩（83.76±12.97）分，差异均有统计学意义（P＜0.05）。观察组教师满意度（100.00%）、学生满意度（97.22%）分别高于对照组的85.71%、82.90%，差异均有统计学意义（P＜0.05）。结论 教师标准化病人结合案例教学法，能有效提高临床医学生诊断学实验学的理论测试及实践技能考核成绩，提高师生满意度及诊断学实验学的教学效果。
Abstract:
Objective To explore the application effect of teacher standardized patient combined with case teaching method in diagnostic experiment teaching. Methods 71 clinical medical students from 2017 in the First Clinical College of Zunyi Medical University were randomly divided into observation group (36 cases) and control group (35 cases). The observation group implemented the teacher standardized patient combination case teaching method, the control group implemented the traditional teaching method, and compared the two groups of teaching evaluation indicators and teaching information feedback effects. Results After the training, the theoretical test scores of the observation group were (88.28±10.56), and the scores of practical skills assessment were (89.03±14.15), which were higher than the theoretical test scores of the control group (82.65±11.49) and the results of practical skills assessment(83.76±12.97), the difference was statistically significant (P<0.05). The teacher satisfaction (100.00%) and student satisfaction (97.22%) in the observation group were higher than 85.71% and 82.90% in the control group, respectively,the differences were statistically significant (P<0.05). Conclusion The teacher standardized patient combined with case teaching method can effectively improve the theoretical test and practical skills assessment results of clinical medical students' diagnostics experimental science, and improve the teaching effect of teacher satisfaction and diagnostics experimental science.

参考文献/References:

[1]蔡畅.教师标准化病人结合案例教学法在临床医学教学中的应用[J].中国高等医学教育,2017(4):103-135. [2]叶胜,戴礼鸣,张玲,等.TSP教学法在医学生医患沟通能力培训中的应用研究[J].中国继续医学教育,2019,11(14):23-25. [3]陈丽,聂永胜,李嘉静,等.诊断思维训练虚拟仿真技术在诊断学实验教学中的应用[J].基层医学论坛,2018,22(16):2289-2290. [4]冯宁,林峰,薛帆,等.双语教师标准化病人在留学生临床教学中的应用研究[J].中华医学教育杂志,2017,37(3):367-370. [5]田涛,李宁,梁璇.案例教学法在医学伦理学教学中的具体运用-以肿瘤患者为例[J].中国医学伦理学,2018,31(3):362-365.

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更新日期/Last Update: 2019-11-01