浏览全部资源
扫码关注微信
案例结合临床应用解剖学习方法在神经外科临床实习中的效果及评价
Effects of case-based learning combined with clinical anatomy in neurosurgery internships
- 中华医学教育探索杂志 2023年22卷第11期 页码：1685-1689
- 作者机构：
1.汕头大学医学院第一附属医院神经外科,汕头 515041
2.汕头大学医学院解剖及临床应用解剖教研室，汕头 515041
- 作者简介：
许宏武，Email：hwxu@qq.com
- 基金信息：广东省临床教学基地教学改革研究重点项目（〔2022〕21号-2021JD066）;广东省科技大专项项目(汕府科〔2019〕113-139);汕头大学医学院2020年质量工程项目——局部解剖学（双语）
DOI：10.3760/cma.j.cn116021-20211213-01491
中图分类号： R6纸质出版日期：2023-11-20，
收稿日期：2021-12-13，
扫 描 看 全 文
许宏武, 蔡澄玮, 黄观华. 案例结合临床应用解剖学习方法在神经外科临床实习中的效果及评价[J]. 中华医学教育探索杂志, 2023, 22(11): 1685-1689.
Xu Hongwu, Cai Chengwei, Huang Guanhua. Effects of case-based learning combined with clinical anatomy in neurosurgery internships[J]. Chinese Journal of Medical Education Research, 2023,22(11):1685-1689.
许宏武, 蔡澄玮, 黄观华. 案例结合临床应用解剖学习方法在神经外科临床实习中的效果及评价[J]. 中华医学教育探索杂志, 2023, 22(11): 1685-1689. DOI： 10.3760/cma.j.cn116021-20211213-01491.
Xu Hongwu, Cai Chengwei, Huang Guanhua. Effects of case-based learning combined with clinical anatomy in neurosurgery internships[J]. Chinese Journal of Medical Education Research, 2023,22(11):1685-1689. DOI： 10.3760/cma.j.cn116021-20211213-01491.
摘要
目的
2
了解案例结合临床应用解剖学习方法在神经外科临床实习中的效果评价。
方法
2
以在汕头大学医学院第一附属医院实习的2014级和2015级学生作为试验组（58人），2013级学生作为对照组（48人）。试验组建立神经外科临床实习生学习小组，实施案例结合临床应用解剖学习方法；学习小组每周2次，共4次，每次包括4个环节。对照组采用传统带教方法。两组学生在神经外科实习开始和结束时分别填写《自我导向学习倾向性量表》；试验组学生在神经外科实习结束时填写案例结合临床应用解剖学习方法的《学生满意度调查表》。采用SPSS 20.0进行
t
检验。
结果
2
实习前，两组学生的自我导向学习能力的差异无统计学意义（
t
=0.25，
P
=0.807）。实习后，试验组（
t
=-6.49，
P
<
0.001）和对照组（
t
=-4.68，
P
<
0.001）学生的自我导向学习能力总分均较实习前有所改善。其中，试验组学生在六种学习因子上均较实习前提升，而对照组学生在喜爱学习和学习动机这两种学习因子上与实习前差异无统计学意义；而且，试验组学生的自我导向学习能力总分（
t
=2.17，
P=
0.032）、效率学习因子（
t
=3.81，
P=
0.001）、学习动机因子（
t
=4.20，
P=
0.001）均较对照组高。试验组学生对“案例结合临床应用解剖学习方法”的总体评价为满意。
结论
2
“案例结合临床应用解剖学习方法”对提高学生的自我导向学习能力有正向作用，尤其体现在改善学习效率和学习动机上；而且学生对学习模式的满意度高。
Abstract
Objective
2
To investigate the effects of case-based learning combined with clinical anatomy in neurosurgery internships.
Methods
2
We included students in grades 2014 and 2015 (test group
n
=58) and those in grade 2013 (control group
n
=48) doing internships in The first Affiliated Hospital of Shantou University Medical College. The test group adopted case-based learning combined with clinical anatomy in the form of neurosurgery intern learning groups. The group learning consisting of four sessions was held twice a week for a total of four times. The traditional teaching method was used in the control group. All the students filled in the Self-Directed Learning Readiness Scale before and after neurosurgery internships. The test group filled in the Satisfaction Survey on case-based learning combined with clinical anatomy after neurosurgery internships. SPSS 20.0 was used to perform
t
test.
Results
2
Before neurosurgery internships
there was no difference in self-directed learning ability between the test group and control group (
t
=0.25
P
=0.807). After the internships
the total score of self-directed learning ability was significantly improved in both the test group (
t
=-6.49
P
<
0.001) and the control group (
t
=-4.68
P
<
0.001). The test group showed improvements in six learning factors
while the control group had no significant changes in love of learning and learning motivation. Compared with the control group
the test group showed a significantly higher total score of self-directed learning ability (
t
=2.17
P
=0.032) and significantly higher scores of efficient learning (
t
=3.81
P
=0.001) and learning motivation (
t
=4.20
P
=0.001). The students in the test group were generally satisfied with the new method combining case-based learning and clinical anatomy.
Conclusion
2
The new method combining case-based learning and clinical anatomy has positive effects on students' self-directed learning ability
especially on learning efficiency and motivation
with a high degree of satisfaction from the students.
关键词
案例学习临床应用解剖神经外科实习自我导向学习
Keywords
Case-based learningClinical anatomyNeurosurgeryInternshipSelf-directed learning
references
Krupat E, Richards JB, Sullivan AM, et al. Assessing the effectiveness of case-based collaborative learning via randomized controlled trial [J]. Acad Med, 2016, 91(5): 723-729. DOI: 10.1097/ACM.0000000000001004http://dx.doi.org/10.1097/ACM.0000000000001004.
王飞， 王安庆. 以问题为基础的学习法结合案例学习在康复治疗学骨科见习教学中的应用[J]. 中国康复理论与实践， 2018， 24（10）： 1237-1240. DOI: 10.3969/j.issn.1006-9771.2018.10.021http://dx.doi.org/10.3969/j.issn.1006-9771.2018.10.021.
Rowley C, Hamdulay K, Mughal M. Peer to peer teaching workshop on head and neck and neuroanatomy can help medical students learn clinically applied anatomy [J]. Int J Surg, 2013, 11(8): 601. DOI: 10.1016/j.ijsu.2013.06.078http://dx.doi.org/10.1016/j.ijsu.2013.06.078.
Allsop S, Hollifeld M, Huppler L, et al. Using videoconferencing to deliver anatomy teaching to medical students on clinical placements [J]. Transl Res Anat, 2019(19): 100059. DOI: 10.1016/j.tria.2019.100059http://dx.doi.org/10.1016/j.tria.2019.100059.
Oddi LF. Development and validation of an instrument to identify self-directed continuing learning [J]. Adult Educ Quart, 1986, 36(2): 97-107. DOI: 10.1177/0001848186036002004http://dx.doi.org/10.1177/0001848186036002004.
李春华， 杨京儒， 赵翠霞， 等. 自我导向学习评定量表在护理实训中的应用研究[J]. 中华医学教育探索杂志， 2020， 19（1）： 115-120. DOI: 10.3760/cma.j.issn.2095-1485.2020.01.026http://dx.doi.org/10.3760/cma.j.issn.2095-1485.2020.01.026.
孙莉静， 徐晓璐， 徐正梅. 实习生临床实习积极性影响因素分析及对策[J]. 医学研究杂志， 2011， 40（7）： 169-170. DOI: 10.3969/j.issn.1673-548X.2011.07.053http://dx.doi.org/10.3969/j.issn.1673-548X.2011.07.053.
Santini AG, Korndorffer ML, Barraza MJ, et al. A surgeon led clinically focused anatomy course increases student selection of general surgery as a career [J]. J Surg Educ, 2019, 76(3): 694-699. DOI: 10.1016/j.jsurg.2018.09.009http://dx.doi.org/10.1016/j.jsurg.2018.09.009.
0
浏览量
0
下载量
0
CSCD
- 网络PDF下载
- WORD下载
- Meta-XML下载
- BibTeX下载
- Endnote下载
- RefMan 下载
- NoteExpress下载
- NoteFirst下载
关联资源
相关文章
相关作者
相关机构
- 技术支持由北京北大方正电子有限公司提供 京ICP备09064830号-19
京公网安备11010802024621 - 本系统建议在Chrome、 IE9+ 以上版本浏览器阅读本站内容，360浏览器请切换至极速模式
- Cookies帮助我们提供服务并提供个性化体验。使用本网站，即表示您同意我们使用Cookies
