摘要
目的探讨妇科临床带教中实施以问题为导向的“1+1”教学模式的效果。方法2023年2月至2024年6月,选取100名山东第二医科大学附属医院妇科临床带教学生,应用随机数表法将入选者分为实验组与对照组,每组各50名。实验组实施以问题为导向的“1+1”教学模式,对照组采用传统的教学方法。教学周期为6个月,评估内容包括临床思维能力、操作技能、团队协作能力和临床综合能力。评估通过期末考核、临床表现评分及学生自我评价等方式进行。结果实验组学生的临床思维能力(诊断推理、临床问题分析、病例分析)显著高于对照组,差异有统计学意义(P<0.05);实验组学生在临床操作技能(妇科检查技能、辅助检查解读、临床操作熟练度)方面表现优于对照组,差异有统计学意义(P<0.05);实验组学生团队配合度(沟通与协作、团队讨论贡献)显著高于对照组,差异有统计学意义(P<0.05);实验组学生在临床综合能力(临床决策能力、实际问题解决能力、多学科协作与综合应用)水平显著高于对照组,差异有统计学意义(P<0.05)。结论以问题为导向的“1+1”教学模式能够显著提升妇科临床带教学生的临床思维能力、操作技能、团队协作能力和临床综合能力,具有较好的教学效果,值得在妇科临床带教中推广应用。
Objective To explore the effectiveness of implementing a problem oriented"1+1"teaching model in gynecological clinical teaching.Methods From February 2023 to June 2024,100 clinical teaching students in the Department of Gynecology of the Affiliated Hospital of Shandong Second Medical University were selected and randomly divided into an experimental group and a control group,with 50 students in each group.The experimental group implemented a problem oriented"1+1"teaching model,while the control group used traditional teaching methods.The teaching period is 6 months,and the evaluation content includes clinical thinking ability,operational skills,teamwork ability,and clinical comprehensive ability.The evaluation is conducted through final assessment,clinical performance scoring,and student self-evaluation.Results The clinical thinking ability(diagnostic reasoning,clinical problem analysis,case analysis)of the experimental group students was significantly higher than that of the control group,and the difference was statistically significant(P<0.05).The experimental group students performed better than the control group in clinical operation skills(gynecological examination,auxiliary examination interpretation,proficiency in operation),and the difference was statistically significant(P<0.05).The team cooperation degree of the experimental group students(communication and collaboration,team discussion contribution)was significantly higher than that of the control group,and the difference was statistically significant(P<0.05).The experimental group students had significantly higher levels of clinical comprehensive abilities(clinical decision-making ability,practical problem-solving ability,interdisciplinary collaboration,and comprehensive application)than the control group,and the difference was statistically significant(P<0.05).Conclusion The problem oriented"1+1"teaching model can significantly improve the clinical thinking ability,operational skills,teamwork ability,and clinical comprehensive ability of gynecological clinical teaching students,and has good teaching effects.It is worth promoting and applying in gynecological cl inical teaching.
作者
庞淑丹
曹成成
刘效梅
李宗兰
PANG Shudan;CAO Chengcheng;LIU Xiaomei;LI Zonglan(Department of Gynecology,Affiliated Hospital of Shandong Second Medical University,Shandong,Weifang 261000,China)
出处
《中国医药科学》
2025年第13期176-179,共4页
China Medicine And Pharmacy
基金
山东省潍坊市卫生健康委员会科研项目(WFWSJK-2023-253)。
关键词
妇科临床带教
问题为导向教学
“1+1”教学模式
临床思维能力
操作技能
Gynecological clinical teaching
Problem-oriented teaching
"1+1"Teaching mode
Clinical thinking ability
Operating skills
作者简介
通讯作者:李宗兰。
