Effectiveness of diversified teaching integrated with affective-cognitive theory in neurology clerkship teaching

Shang Wenjin; Yang Daya; Li Jing; Li Honghong; Lin Yinyao; Wang Chao; Feng Li

doi:10.3760/cma.j.cn116021-20250513-02122

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Effectiveness of diversified teaching integrated with affective-cognitive theory in neurology clerkship teaching

2025 Sun Yat-sen Medical Education Development Conference Call for Papers | 更新时间：2025-11-21

- Effectiveness of diversified teaching integrated with affective-cognitive theory in neurology clerkship teaching
- Chinese Journal of Medical Education Research Vol. 24, Issue 11, Pages: 1459-1465(2025)
- 作者机构：
  
  1.中山大学附属第一医院神经科，广州 510080
  2.中山大学附属第一医院医学教师发展中心，广州 510080
  3.中山大学医学教育处，广州 510080
  4.中山大学孙逸仙纪念医院神经科，广州 510120
  5.中山大学附属第三医院神经科，广州 510630
  6.中山大学附属第一医院心血管医学部，广州 510080
- 作者简介：
  
  Feng Li, Email: fengl7@mail.sysu.edu.cn
- 基金信息：
  
  Teaching Quality and Teaching Reform Project of Sun Yat-sen University(80000-12220011);Guangdong Province "New Medical Education" Teaching Reform Project(2023-44);Guangdong Provincial Higher Education Society "14th Five-Year Plan" Higher Education Research Project for 2024(24GYB09)
- DOI：10.3760/cma.j.cn116021-20250513-02122
  CLC： R4
- Received：11 May 2025，
  
  Published：20 November 2025
- 稿件说明：
移动端阅览
尚文锦, 杨达雅, 李晶, 等. 多元化教学联合情感认知理论在神经病学见习教学中的应用效果[J]. 中华医学教育探索杂志, 2025, 24(11): 1459-1465.

Shang Wenjin, Yang Daya, Li Jing, et al. Effectiveness of diversified teaching integrated with affective-cognitive theory in neurology clerkship teaching[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1459-1465.
尚文锦, 杨达雅, 李晶, 等. 多元化教学联合情感认知理论在神经病学见习教学中的应用效果[J]. 中华医学教育探索杂志, 2025, 24(11): 1459-1465. DOI： 10.3760/cma.j.cn116021-20250513-02122.

Shang Wenjin, Yang Daya, Li Jing, et al. Effectiveness of diversified teaching integrated with affective-cognitive theory in neurology clerkship teaching[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1459-1465. DOI： 10.3760/cma.j.cn116021-20250513-02122.

摘要

目的

探讨多元化教学联合情感认知理论在神经病学见习中的应用效果

。

方法

选取2023年11月至2024年4月在中山大学附属医院见习的406名医学生，整群随机分为观察组（

=164）和对照组（

=242）。观察组运用多元化教学，根据不同教学情境灵活选用教学方法，并运用情感认知理论优化教学路径；对照组采用传统教学模式。通过客观结构化临床考试（objective structured clinical examination，OSCE）成绩（满分10分）和问卷调查评估教学效果。采用SPSS 22.0对数据进行Mann-Whitney

检验、卡方检验和多重线性回归分析，NVivo 12.0分析开放性问题。

结果

在OSCE中，观察组平均分高于对照组，差异有统计学意义[9（8，10）分 vs. 8（7，9）分，

=-6.10，

0.001

]

；2组在不同分数段的分布差异也有统计学意义[

=-5.94，

0.001

]

。基于神经病学理论基础和性别分层的亚组分析均显示观察组平均分更高，多重线性回归分析证实新型教学模式与OSCE成绩呈独立正相关（均

0.001）。问卷显示观察组98.57%的学生对教学高度满意，90.72%达成核心教学目标；核心胜任力提升主要在知识技能、沟通合作及职业素养领域，且观察组学生高度认可实践内容、教学的逻辑性/充实性与积极的课堂氛围。

结论

多元化教学联合情感认知理论能显著提升神经科见习生的核心临床技能掌握度，并在不同学生中具有普适性效果。

Abstract

Objective

To explore the effects of diversified teaching combined with the affective-cognitive theory in neurology clerkship instruction.

Methods

We enrolled 406 medical students on clerkship at the affiliated hospitals of Sun Yat-sen University from November 202

3 to April 2024. They were randomly assigned by cluster to either observation group (

=164) or control group (

=242). The observation group received a diversified teaching model that selected context-appropriate teaching methods based on clinical scenarios

while using the affective-cognitive theory to optimize instructional pathways. The control group received traditional teaching. The effectiveness of teaching was evaluated through an objective structured clinical examination (OSCE; maximum score

10 points) and a questionnaire survey. SPSS 22.0 was used to perform Mann-Whitney

test

chi-square test

and multiple linear regression analysis. NVivo 12.0 was employed to process open-ended questions.

Results

In the OSCE

the observation group had a significantly higher mean score than the control group [9 (8

10) points vs. 8 (7

9) points

=-6.10

0.001

]

. The distribution difference across different score ranges between the two groups was also statistically significant (

=-5.94

0.001). Stratified analyses by sex and neurological theory test score demonstrated significantly higher mean scores in the observation group than in the control group (

0.001). The multiple linear regression analysis indicated an independent positive correlation between the novel teaching model and OSCE score (

0.001). The results of the questionnaires revealed that in the observation group

98.57% reported that they were satisfied with the teaching model

and 90.72% reported that they accomplished the core teaching objectives; core competencies including knowledge and skills

communication and collaboration

and professionalism were improved; additionally

the participants of the observational group highly endorsed the practical content

the logical structure and richness of instruction

and the active classroom learning environment.

Conclusions

The diversified teaching model integrated with the affective-cognitive theory significantly improves proficiency in core clinical skills across different groups of neurology clerks.

关键词

Keywords

references

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