摘要
目的 分析问题式和讨论式教学法在血液科临床带教中的运用效果。方法 选取2023年1—12月南华大学附属长沙中心医院血液科的50名实习生为研究对象,通过随机数字表法分成对比组与研究组,每组25名。对比组实施传统教学法,研究组实施问题式和讨论式教学法,比较两组实习生基础考核成绩、自学效果以及教学满意度。结果 研究组基础考核成绩、自学效果均优于对比组,差异有统计学意义(P均<0.05);研究组实习生的教学满意度为96.00%(24/25),高于对比组的68.00%(17/25),差异有统计学意义(χ^(2)=4.878,P<0.05)。结论 通过在血液科带教中对临床实习生开展问题式和讨论式教学法,相比于传统教学法具有较好的优势,可有效提高教学效果,提高实习生的各项成绩和教学满意度。
Objective To analyze the effect of question-based and discussion-based teaching methods in clinical teaching of hematology department.Methods Fifty interns in the Department of Hematology,Changsha Central Hospi⁃tal Affiliated to the University of South China were selected from January 2023 to December 2023 as the study sub⁃jects.They were divided into comparison group and research group by random number table method,with twenty-five students in each group.The comparison group implemented traditional teaching methods,while the research group implemented question-based teaching methods and discussion teaching methods.The two groups of interns were com⁃pared in the basic assessment results,self-study effect and teaching satisfaction.Results The basic test scores and self-study results of interns in the research group were better than those in the comparison group,and the differences were statistically significant(all P<0.05).The teaching satisfaction of interns in the research group was 96.00%(24/25),higher than 68.00%(17/25)in the comparison group,and the difference was statistically significant(χ^(2)=4.878,P<0.05).Conclusion The question-based and discussion-based teaching method is better than the traditional teaching method,which can effectively improve the teaching effect,improve the performance and teaching satisfaction of in⁃terns.
作者
徐宏向
刘琼芝
雷艳花
XU Hongxiang;LIU Qiongzhi;LEI Yanhua(Department of Hematology,Changsha Central Hospital Affiliated to University of South China,Changsha 410004,Hu-nan,China)
出处
《中国卫生产业》
2024年第21期176-179,共4页
China Health Industry
关键词
问题式教学法
讨论式教学法
血液科
带教效果
教学满意度
Problem-based teaching method
Discussion based teaching method
Hematology
Teaching effectiveness
Teaching satisfaction
