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| 中文摘要: |
| 目的 探讨以器官系统为中心的教学在实验诊断学中的应用，并评估教学效果。方法 对天津医科大学基础医学院2012级和2013级临床医学五年制185名学生进行实验诊断学肝脏疾病整合课的教学，由各学科教师组成整合课教学组，采用重新编写的整合教材统一授课；2010级和2011级临床医学五年制180名学生按照传统教学方法进行实验诊断学教学。比较两部分学生期末考试成绩。应用Excel 2007和SPSS 21.0软件进行统计分析。其中名词解释题、选择题分别采用得分率表示，客观题、主观题总成绩采用实际得分表示。结果 实验组学生名词解释题得分率[75.00%（50.00%，100.00%） vs. 66.67%（33.33%，83.33%）]，客观题、主观题和总成绩上得分均高于传统教学组[（72.28±22.63） vs. （61.43±28.85）；（90.70±22.36） vs. （72.92±22.14）；（79.96±18.59） vs. （69.10±17.95）]，差异有统计学意义（P＜0.01）。选择题得分率传统教学组高于实验组[100.00％（0.00％，100.00％） vs. 66.67％（66.67％，100.00％）]，且差异有统计学意义（P＜0.01）。结论 以器官系统为中心的整合课教学在实验诊断学中具有较好的可实施性，提高了学生成绩。 |
| 英文摘要: |
| Objective To explore the application of the model centering on organ system teaching in experimental diagnostics and evaluated its teaching effect. Methods A total of 185 clinical medical un-dergraduates of grade 2012 and 2013from School of Basic Medical Science in Tianjin Medical University joined the integrated curriculum of laboratory diagnostics for liver disease (abbreviated as integrated group). All of the teachers from varied professional fields were reconstituted into integrated teaching group. Training lecture was unified according to the new integrated teaching material. In order to make a contrast, 180 clin-ical medical undergraduates of the grade 2010 and 2011 were involved in traditional laboratory diagnostics curriculum (abbreviated as traditional group). The results of terminal test of the integrated group and tradi-tional group were analyzed with SPSS 21.0 software and Excel 2007. Glossary items, multiple choice, were in-dicated by scoring rate, and the objective items and subjective items total scores were indicted by real scores. Results Significant difference was found in the scoring rate of the glossary items, objective items, subjective items and the total scores between the two groups (P<0.01). The records of students were [75.00% (50.00%, 100.00%)], (72.28±22.63), (90.70±22.36), (79.96±18.59) in the integrated group and [66.67% (33.33%, 83.33%)], (61.43±28.85), (72.92±22.14), (69.10±17.95) in the traditional group. The scoring rate in the integrated group was higher than that in the traditional group (P<0.01). But the records of multiple choice were [100.00% (0.00%, 100.00%)] in the traditional group and [66.67% (66.67%, 100.00%)] in the integrated group. Conclusions The model centering on organ system teaching model is much more reli-able and it may improve the teaching quality. |
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