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| 中文摘要: |
| 【摘要】目的通过在生理学教学中应用病例教学法，探讨对医学生岗位胜任力培养的影响。方法将临床医学专业本科生分为实验组（63人）与对照组（58人），实验组分为5组，每组12-13人，采用病例教学法；对照组采用传统大班授课。课程结束后通过调查问卷让学生对医学生岗位胜任力的10个指标评分，评分结果录入SPSS 19.0软件进行两独立样本t检验。结果实验组与对照组的有效调查问卷回收率分别为92.1%，98.3%，实验组学生在医学生岗位胜任力的10项指标中的评分显著高于对照组（p<0.05），其中在表达沟通、团队合作、收集信息的能力以及批判性思维方面表现更佳（p<0.001）。结论病例教学法对基础医学阶段医学生岗位胜任力的培养具有促进作用，小组教学模式比传统大班授课在能力培养上更具优势。 |
| 英文摘要: |
| [Abstract] Objective This study discusses the role of case-based learning (CBL) in the development of common competency in medical students. Methods Students majoring in clinical medicine were divided into study (63 students) and control (58 students) groups. The study group was composed of 5 teams, with 12 - 13 students in each team. CBL and traditional lecture-based learning (LBL) were applied to the study and the control groups, respectively. After the courses, a questionnaire with 10 indicators of medical students’ common competency was scored by the students. The scores were entered into SPSS 19.0 for two independent-samples t-test. Results The effective questionnaire recovery rates for the study and the control groups were 92.1% and 98.3%, respectively. For the 10 indicators of medical students’ common competency, students in the study group scored significantly higher than those in the control (p < 0.05). Students in the study group performed much better in communication, collaboration, information collection, or critical thinking than those of the control (p < 0.001). Conclusion CBL can promote the early development of medical students’ common competency during basic medical education. Teaching in smaller teams is much better in ability training, compared to the traditional LBL. |
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