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

尚文锦; 杨达雅; 李晶; 李红红; 林银瑶; 王超; 冯黎

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

您当前的位置：

首页 >

文章列表页 >

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

2025年中山医医学教育发展大会征文 | 更新时间：2025-11-21

- 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
- Effectiveness of diversified teaching integrated with affective-cognitive theory in neurology clerkship teaching
- 中华医学教育探索杂志 2025年24卷第11期页码：1459-1465
- 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：
  
  冯黎，Email：fengl7@mail.sysu.edu.cn
- 基金信息：
  
  中山大学教学质量与教学改革工程类项目(80000-12220011);广东省“新医科”教学改革项目(2023-44);广东省高等教育学会“十四五”规划2024年度高等教育研究课题(24GYB09)
- DOI：10.3760/cma.j.cn116021-20250513-02122
  中图分类号： R4
- 收稿：2025-05-11，
  
  纸质出版：2025-11-20
- 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

Keser Z , Rodriguez YA , Tremont J , et al . The role of residents in medical students' neurology education: current status and future perspectives [J ] . BMC Med Educ , 2020 , 20 ( 1 ): 115 . DOI: 10.1186/s12909-020-02036-1 http://dx.doi.org/10.1186/s12909-020-02036-1 .

Lukas RV , Cooper B , Morgan I , et al . Attitudes toward neurosciences in medical students in Wuhan, China: a survey study [J ] . World Neurosurg , 2014 , 82 ( 3/4 ): 266 - 269 . DOI: 10.1016/j.wneu.2014.06.025 http://dx.doi.org/10.1016/j.wneu.2014.06.025 .

张映琦，陈康宁，张艳玲 . 神经病学课程教学改革的实践与思考 [J ] . 医学教育探索， 2009 ， 8 （ 9 ）： 1120 - 1122 . DOI: 10.3760/cma.j.issn.2095-1485.2009.09.038 http://dx.doi.org/10.3760/cma.j.issn.2095-1485.2009.09.038 .

王亮，肖争，王学峰 . 克服神经内科实习阶段“神经恐惧”的教学探讨 [J ] . 中华医学教育探索杂志， 2016 ， 15 （ 6 ）： 641 - 645 . DOI: 10.3760/cma.j.issn.2095-1485.2016.06.025 http://dx.doi.org/10.3760/cma.j.issn.2095-1485.2016.06.025 .

崔跃，徐茜，蔡瑞平，等 . 基于OBE理念的多元化教学在生理学教学中的应用 [J ] . 中华医学教育探索杂志， 2023 ， 22 （ 5 ）： 676 - 678 . DOI: 10.3760/cma.j.cn116021-20220117-01271 http://dx.doi.org/10.3760/cma.j.cn116021-20220117-01271 .

李超，李洪利，张子畅，等 . 多元化模拟教学方法在心脏外科见习中的应用 [J ] . 数字医学与健康， 2024 ， 2 （ 2 ）： 78 - 82 . DOI: 10.3760/cma.j.cn101909-20231108-00061 http://dx.doi.org/10.3760/cma.j.cn101909-20231108-00061 .

宋宏萍，王晶，贾雨楠，等 . 多元化教学模式联合个体化教学方法在肌骨超声培训班中的应用 [J ] . 中华医学教育探索杂志， 2024 ， 23 （ 11 ）： 1500 - 1505 . DOI: 10.3760/cma.j.cn116021-20240430-01888 http://dx.doi.org/10.3760/cma.j.cn116021-20240430-01888 .

Plass JL , Kaplan U . Emotional design in digital media for learning [M ] // Emotions, Technology, Design, and Learning . Amsterdam : Elsevier , 2016 : 131 - 161 . DOI: 10.1016/B978-0-12-801856-9.00007-4 http://dx.doi.org/10.1016/B978-0-12-801856-9.00007-4 .

Park B , Plass JL , Brünken R . Cognitive and affective processes in multimedia learning [J ] . Learn Instr , 2014 , 29 : 125 - 127 . DOI: 10.1016/j.learninstruc.2013.05.005 http://dx.doi.org/10.1016/j.learninstruc.2013.05.005 .

Jr Artino AR , Holmboe ES , Durning SJ . Control-value theory: using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No.64 [J ] . Med Teach , 2012 , 34 ( 3 ): e148 - e160 . DOI: 10.3109/0142159X.2012.651515 http://dx.doi.org/10.3109/0142159X.2012.651515 .

Taylor DCM , Hamdy H . Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83 [J ] . Med Teach , 2013 , 35 ( 11 ): e1561 - e1572 . DOI: 10.3109/0142159X.2013.828153 http://dx.doi.org/10.3109/0142159X.2013.828153 .

中国住院医师培训精英教学医院联盟 . 中国住院医师培训精英教学医院联盟住院医师核心胜任力框架共识 [J ] . 协和医学杂志， 2022 ， 13 （ 1 ）： 17 - 23 . DOI: 10.12290/xhyxzz.2021-0755 http://dx.doi.org/10.12290/xhyxzz.2021-0755 .

Moreno R , Mayer R . Interactive multimodal learning environments [J ] . Educ Psychol Rev , 2007 , 19 : 309 - 326 . DOI: 10.1007/s10648-007-9047-2 http://dx.doi.org/10.1007/s10648-007-9047-2 .

Spooner M , Duane C , Uygur J , et al . Self-regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: a BEME scoping review: BEME Guide No. 66 [J ] . Med Teach , 2022 , 44 ( 1 ): 3 - 18 . DOI: 10.1080/0142159X.2021.1970732 http://dx.doi.org/10.1080/0142159X.2021.1970732 .

Liew TW , Tang S . The effects of positive and negative mood on cognition and motivation in multimedia learning environment [J ] . Educ Technol Soc , 2016 , 19 ( 2 ): 104 - 115 . DOI: 10.2307/jeductechsoci.19.2.104 http://dx.doi.org/10.2307/jeductechsoci.19.2.104 .

浏览量

下载量

CSCD

文章被引用时，请邮件提醒。

提交

工具集

关联资源

基于网络平台构建病理生理学多元化教学模式的探索与实践

军队基层医院内科医师继续教育的探索：基于能力教育的神经科培训

眼科临床见习生心理压力应对方式的研究