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支架式教学法在医学生感染性休克诊疗教学中的应用效果分析
Application effect of the scaffolding teaching method in teaching of the diagnosis and treatment of septic shock among medical students
- 中华医学教育探索杂志 2025年24卷第6期 页码：819-822
- 作者机构：
1.中国医学科学院北京协和医院重症医学科，北京 100871
2.中国医学科学院北京协和医学院临床医学八年制，北京 100871
- 作者简介：
隆云，Email：ly_icu@aliyun.com
- 基金信息：北京协和医学院2023年“青年医学教育学者培训项目”(2023zlgc0710);北京协和医学院2023年中央高校教育教学改革专项资金支持项目(2023zlgl022)
DOI：10.3760/cma.j.cn116021-20240812-01930
中图分类号： R63收稿日期：2024-08-12，
纸质出版日期：2025-06-20
- 稿件说明：
移动端阅览
刘圣均, 聂永都, 苏龙翔, 等. 支架式教学法在医学生感染性休克诊疗教学中的应用效果分析[J]. 中华医学教育探索杂志, 2025, 24(6): 819-822.
Liu Shengjun, Nie Yongdu, Su Longxiang, et al. Application effect of the scaffolding teaching method in teaching of the diagnosis and treatment of septic shock among medical students[J]. Chinese journal of medical education research, 2025, 24(6): 819-822.
刘圣均, 聂永都, 苏龙翔, 等. 支架式教学法在医学生感染性休克诊疗教学中的应用效果分析[J]. 中华医学教育探索杂志, 2025, 24(6): 819-822. DOI： 10.3760/cma.j.cn116021-20240812-01930.
Liu Shengjun, Nie Yongdu, Su Longxiang, et al. Application effect of the scaffolding teaching method in teaching of the diagnosis and treatment of septic shock among medical students[J]. Chinese journal of medical education research, 2025, 24(6): 819-822. DOI： 10.3760/cma.j.cn116021-20240812-01930.
摘要
目的
2
探索支架式教学法在提升医学生感染性休克教学效果及培养学习兴趣的应用及效果分析。
方法
2
52名参加重症医学实习的医学生被随机分为2组，每组26人。分别按照传统教学方法及支架式教学方法开展教学并完成考核。对比分析两组学员理论考核、病例考核成绩及教学满意度调查情况。采用SPSS 25.0进行
t
检验和卡方检验。
结果
2
两组学生入科理论考核成绩差异无统计学意义[（5.31±1.05）分 vs. （5.35±0.94）分，
P
=0.890
]
。相较于传统教学方式，采用支架式教学法的医学生在出科理论考核[（7.19±1.17）分 vs. （6.39±1.20）分，
P
=0.017
]
及病例考核专科查体[（7.15±0.66）分 vs. （6.29±0.59）分，
P
<
0.001
]
和诊疗方案[（7.58±0.66）分 vs. （6.83±0.60）分，
P
<
0.001
]
中不仅取得更好的成绩，还表现出对重症医学更浓厚的兴趣（
χ
2
=4.59，
P
=0.032）。
结论
2
在重症医学感染性休克诊疗教学过程中，基于学生基础搭建各类支架，激发了学生兴趣并提升教学效果，可以在重症医学教学中进一步推广。
Abstract
Objective
2
To investigate the application and effectiveness of the scaffolding teaching method in improving the teaching effect of septic shock and cultivating learning interest among medical students.
Methods
2
A total of 52 medical students participating in intensive care internship were randomly divided into traditional teaching group and scaffolding teaching group
with 26 students in each group. The students in the traditional teaching group received traditional teaching
while those in the scaffolding teaching group received scaffolding teaching; assessments were performed in both groups. The two groups were compared in terms of theoretical assessment score
case assessment score
and degree of satisfaction with teach
ing. SPSS 25.0 was used to perform the
t
-test and the chi-square test.
Results
2
There was no significant difference in theoretical assessment score at the time of department enrollment between the two groups [(5.31±1.05) vs. (5.35±0.94)
P
=0.890
]
. Compared with the traditional teaching group
the scaffolding teaching group had significantly higher scores in theoretical assessment [(7.19±1.17) vs. (6.39±1.20)
P
=0.017
]
specialized physical examination in case assessment [(7.15±0.66) vs. (6.29±0.59)
P
<
0.001
]
and diagnosis and treatment regimen [(7.58±0.66) vs. (6.83±0.60)
P
<
0.001
]
as well as significantly more interest in critical care medicine (
χ
2
=4.59
P
=0.032).
Conclusions
2
In the teaching process of the diagnosis and treatment of septic shock
building various types of scaffolds based on the basic knowledge of students can stimulate their interest and improve teaching effectiveness
which holds promise for further application in critical care medicine teaching.
关键词
Keywords
references
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