| 基金项目:黑龙江省教育科学“十四五”规划2022年度重点课题（GJB1422719） |
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| 中文摘要: |
| 目的 探讨沉浸式教学结合闭环式考核在呼吸内科实习教学中的应用效果。方法 选取2021年8月至2023年8月到呼吸内科实习的140名学生作为研究对象，按进科先后顺序分为对照组和观察组，每组70人。对照组采用传统教学，观察组采用沉浸式教学结合闭环式考核。实习结束后对两组学生的理论、临床诊疗和操作技能、共情能力、教学效果进行比较评价。结果 观察组学生理论、临床诊疗和操作技能考核成绩均明显高于对照组，差异有统计学意义（P<0.001）。观察组学生共情量表得分高于对照组，差异有统计学意义[（73.83±6.71）分 vs. （61.08±6.32）分；t=15.60，P<0.001]。观察组学生在学习兴趣、自主学习能力、对疾病的综合分析能力、临床思维能力、独立发现分析及解决问题的能力、团队协作能力6个方面的认可率高于对照组，组间比较差异有统计学意义（P<0.05）。结论 沉浸式教学结合闭环式考核有利于提高呼吸内科学生的理论和实践水平，提升学生的共情能力和综合分析能力，有助于改善临床教学效果。 |
| 英文摘要: |
| Objective To explore the application effect of immersive teaching combined with closed-loop assessment in respiratory medicine internship teaching.Methods A total of 140 students who interned in the Department of Respiratory Medicine from August 2021 to August 2023 were selected as research subjects. They were assigned to a control group and an observation group based on the time of admission, with 70 students in each group. The control group received traditional teaching, while the observation group received immersive teaching combined with closed-loop assessment. After the internship, the theories, clinical diagnosis and treatment, operation skills, empathy ability, and teaching effectiveness of the two groups of students were compared and evaluated.Results The scores of theories, clinical diagnosis and treatment, and operation skills were significantly higher in the observation group than in the control group (P<0.001). The observation group scored significantly higher on the empathy scale than the control group [(73.83±6.71) vs. (61.08±6.32); t=15.60, P<0.001]. The recognition rates of the observation group students were significantly higher in learning interest, self-learning ability, comprehensive analysis ability of diseases, clinical thinking ability, independent discovery, analysis, and problem-solving ability, and team collaboration ability, as compared with the control group (P<0.05).Conclusions Immersive teaching combined with closed-loop assessment is beneficial for improving the theoretical and practical levels of respiratory medicine students, enhancing their empathy and comprehensive analysis abilities, and improving clinical teaching effectiveness. |
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