Application of case analysis teaching method with GasMan@ software in anesthesia practice course for clinical undergraduates

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Application of case analysis teaching method with GasMan@ software in anesthesia practice course for clinical undergraduates

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- Application of case analysis teaching method with GasMan@ software in anesthesia practice course for clinical undergraduates
- Vol. 14, Issue 6, Pages: 615-618(2015)
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- Published：2015，
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Application of case analysis teaching method with GasMan@ software in anesthesia practice course for clinical undergraduates. [J]. 14(6):615-618(2015)
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Application of case analysis teaching method with GasMan@ software in anesthesia practice course for clinical undergraduates. [J]. 14(6):615-618(2015) DOI：

摘要

目的　比较GasMan@软件与课堂讲授、病案分析有机结合的教学与传统讲授式教学在吸入麻醉（inhalation anesthesia，IA）示教课中应用的教学效果。方法　选择新疆医科大学麻醉学专业学生78名，随机分为实验组（G组，n=39）和对照组（C组，n=39），根据教学大纲中对临床麻醉学示教课的要求，实验组采用课堂讲授、病案分析和GasMan@软件结合的教学方法。对照组采用传统教学方法，两组教学时数均为100 min。示教结束后，采用教学效果评价表，随堂不记名测试。应用SPSS 19.0软件对组间考试成绩行t检验或?字2检验，评价教学效果。结果　与对照组相比，实验组在客观题中的选择题、判断题、病例分析及平均成绩方面均高于对照组（P=0.000），而名词解释成绩组间没有统计学差异（P=0.087）；实验组在主观题中的学习兴趣、学习效率、记忆、逻辑思维、分析能力、解决问题能力及协作能力的满意度方面均高于对照组（P<0.05）。结论　与传统讲授式教学相比，在示教课中应用GasMan@软件病案分析教学能够使学生身临其境，培养其临床思维能力，提高IA示教课的教学效果

Abstract

Objective　To compared the effect of combined teaching method of lecture

case analysis and GasMan@ software (LAG) and traditional teaching method (LBL) in inhalation anesthesia practice course. Method　78 anesthesiological undergraduates were randomly assigned to G group (n=39) or Control group (n=39). According to the requirements of clinical anesthesiology in the syllabus

G group used classroom lectures

case analysis and GasMan@ software (LAG) teaching method

while Control group used lecture based learning (LBL) teaching method. The students took anonymous quiz and filled teaching effect evaluation form after practice course. Then the exam results were compared between groups to evaluate the teaching effect. SPSS 19.0 was applied to do statistical analysis and t test and ?字2 test were used. Results　Compared to the Control group

G group got better results in ob-jective questions like choosing

judgment

case analysis and average ranks (P=0.000)

and there was no significant difference in the identification section (P=0.087)

while G group also got better results in subjective questions like learning interests

study efficiency

memorize

logical thoughts

ability of analysis

solving problems and cooperation (P<0.05). Conclusion　Compared to traditional teaching method

the combined use of lecture

case analysis and GasMan@ software make students immersive

develop their clinical thinking ability

and improve the teaching effect of inhalation anesthesia practice course significantly.

关键词

吸入麻醉示教课程　GasMan@软件　教学方法　教学效果

Keywords

Inhalation anesthesia clinical practice course　GasMan@ software　Teaching method　Teaching effect

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