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| 中文摘要: |
| 目的 探讨“泰迪熊模拟医院”教学活动对培养临床前医学生人文关怀能力的作用。方法 以上海交通大学医学院2016级八年制学生30人为研究对象,所有学生均处于临床前阶段。组织学生们在上海市松江区大学城幼儿园建设和运行“泰迪熊模拟医院”。学生们在幼儿园内搭建模拟医院,扮演各个岗位的医务人员,幼儿园小朋友们扮演患儿的家长,他们心爱的毛绒玩具模拟为各种类型的患儿。以问卷调查评估学生对“泰迪熊模拟医院”活动的满意度与获得感。以人文关怀能力量表(Caring Ability Inventory ,CAI)从认知、勇气、耐心三个维度评价活动前、后学生们人文关怀能力变化的情况。结果 根据问卷调查,100%的学生表示对该活动感到非常高兴或比较高兴,93.3%的学生认为此活动使他们收获非常大或收获比较大。“泰迪熊模拟医院”活动后,学生的人文关怀能力在各维度均得到了提高,并具有统计学差异(P<0.05)。结论 “泰迪熊模拟医院”为临床前学生搭建了安全、友好的模拟诊疗平台。在与幼儿园小朋友的互动中,学生们的人文关怀能力得到了显著的提高。 |
| 英文摘要: |
| Objective To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students, and to analyze the difference of teaching effects between staged-teaching and traditional teaching. Methods Students were randomly divided into two groups, with 112 in the experimental group and 118 in the control group. Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing", "pathology-clinical connection" and "knowledge application", so presentation, assimilation and discussion class (PAD class), blending teaching and flipped classroom were adopted respectively. Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways. SPSS 19.0 was used for data analysis, and t-test and chi-square test were used for inter-group comparison. Results The pathological average score of students in the experimental group was (78.56±7.172), which was higher than (72.53±8.539) in the control group, with statistically significant difference (t=5.809, P=0.000). According to the questionnaire survey, the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group, with statistically significant difference (P<0.01). Conclusion Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge, applicating appropriate learning methods, and gradually forming their self-learning ability. |
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