改良式情景模拟教学模式用于牙体牙髓病学临床前期教学的评价
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摘要
目的 :评价改良式情景模拟教学在牙体牙髓病学临床教学中的应用效果。方法 :将40名学生随机分为实验组和对照组,每组20名。实验组应用改良式情景模拟教学法,对照组应用传统教学法,采用SPSS 18.0软件包对教学效果进行评价。结果:实验组学生在采集病史、书写病历、临床操作的分数均高于对照组,差异具有显著性(P<0.05)。结论:改良式情景模拟教学应用于牙体牙髓病学临床教学,其教学效果优于传统教学法,能使学生更好地掌握临床医疗要领并且能切身体会患者的感受,帮助学生提高学习的主观能动性。
PURPOSE: To evaluate the effect of modified scene simulation teaching of endodontics in pre-clinical teaching. METHODS: Forty students were randomly divided into the experimental group and control group, there were 20 students in each group. Students in the experimental group were taught with modified scene simulation teaching method,while students in the control group were taught with traditional teaching method. The teaching quality was compared with SPSS 18.0 software package. RESULTS: The score of the experimental group was significantly higher than the control group in history taking, medical records writing and practical performance(P<0.05). CONCLUSIONS: The teaching effect of modified scene simulation teaching in pre-clinical teaching is better than traditional teaching method. It makes students better grasp the clinical medical essentials and feels the patient's feelings, as well as help the students to improve their subjective initiative of learning.
PURPOSE: To evaluate the effect of modified scene simulation teaching of endodontics in pre-clinical teaching. METHODS: Forty students were randomly divided into the experimental group and control group, there were 20 students in each group. Students in the experimental group were taught with modified scene simulation teaching method,while students in the control group were taught with traditional teaching method. The teaching quality was compared with SPSS 18.0 software package. RESULTS: The score of the experimental group was significantly higher than the control group in history taking, medical records writing and practical performance(P<0.05). CONCLUSIONS: The teaching effect of modified scene simulation teaching in pre-clinical teaching is better than traditional teaching method. It makes students better grasp the clinical medical essentials and feels the patient's feelings, as well as help the students to improve their subjective initiative of learning.
引文
[1]程守梅,贺彦凤,刘云波.论情景模拟教学法的理论依据[J].成人教育,2011,31(7):43-44.
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[3]邵本奇,符起亚,郑根建,等牙体牙髓病学实验教学的改革与实践[J].海南大学学报(自然科学版),2013,31(2):189-192.
[4]Chung SP,Cho J,Park YS,et al.Effects of script-based role play in cardiopulmonary resuscitation team training[J].Emerg Med J,2011,28(8):690-694.
[5]王良君,马洪林,程晓萍.全科医学概论情景模拟式教学的实践与思考[J].教书育人:高教论坛,2015,27(9):102-103.
[6]国实,王国平,徐朋辉,等.情景模拟教学法培养医学生的医患沟通能力[J].管理观察,2015,572:108-110.
[7]叶晓东.多元化教学模式在急诊医学教学中的应用[J].海南医学,2009,20(10):148-149.
[2]Noone PH,Raj Sharma S,Khan F,et al.Use of role play in undergraduate teaching of ethics-an experience[J].J Forensic Leg Med,2013,20(3):136-138.
[3]邵本奇,符起亚,郑根建,等牙体牙髓病学实验教学的改革与实践[J].海南大学学报(自然科学版),2013,31(2):189-192.
[4]Chung SP,Cho J,Park YS,et al.Effects of script-based role play in cardiopulmonary resuscitation team training[J].Emerg Med J,2011,28(8):690-694.
[5]王良君,马洪林,程晓萍.全科医学概论情景模拟式教学的实践与思考[J].教书育人:高教论坛,2015,27(9):102-103.
[6]国实,王国平,徐朋辉,等.情景模拟教学法培养医学生的医患沟通能力[J].管理观察,2015,572:108-110.
[7]叶晓东.多元化教学模式在急诊医学教学中的应用[J].海南医学,2009,20(10):148-149.