进展性案例结合概念构图在妇产科临床实习教学中的应用研究

闫玮; 袁素珍; 汪雯雯

doi:10.3760/cma.j.cn116021-20251121-02267

您当前的位置：

首页 >

文章列表页 >

进展性案例结合概念构图在妇产科临床实习教学中的应用研究

更新时间：2026-04-27

- 进展性案例结合概念构图在妇产科临床实习教学中的应用研究
- Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology
- 中华医学教育探索杂志 2026年页码：1-7
- 作者机构：
  
  华中科技大学同济医学院附属同济医院妇产科，武汉 430030
- 作者简介：
  
  汪雯雯，Email：wenwenwang@hust.edu.cn
- 基金信息：
  
  华中科技大学同济医学院第二临床学院教学研究项目(JXYJ2022042)
- DOI：10.3760/cma.j.cn116021-20251121-02267
  中图分类号： R-05
- 收稿：2025-11-21，
  
  网络首发：2026-04-27，
- 稿件说明：
移动端阅览
闫玮, 袁素珍, 汪雯雯. 进展性案例结合概念构图在妇产科临床实习教学中的应用研究[J/OL]. 中华医学教育探索杂志, 2026,1-7.

Yan Wei, Yuan Suzhen, Wang Wenwen. Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7.
闫玮, 袁素珍, 汪雯雯. 进展性案例结合概念构图在妇产科临床实习教学中的应用研究[J/OL]. 中华医学教育探索杂志, 2026,1-7. DOI： 10.3760/cma.j.cn116021-20251121-02267.

Yan Wei, Yuan Suzhen, Wang Wenwen. Research on the application of progressive case-based teaching combined with conceptual mapping in clinical internship education in obstetrics and gynecology[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7. DOI： 10.3760/cma.j.cn116021-20251121-02267.

摘要

目的

探讨进展性案例结合概念构图的双元互动教学法对妇产科临床实习医学生临床思维能力及自我学能力的影响。

方法

选取2024年8月至2025年1月期间，在华中科技大学同济医学院附属同济医院妇产科实习的60名五年制本科医学生，将其随机分为对照组和观察组，每组30名。对照组采用传统案例教学临床模式，观察组采用进展性案例结合概念构图教学的临床模式。比较2组医学生在理论知识及技能考核成绩、临床思维和自主学习能力，以及对教学的满意度方面的差异，采用SPSS 26.0软件进行

检验和卡方检验。

结果

实施临床教学后，观察组与对照组医学生的理论考核总分分别为92.63±3.77、89.63±5.55；客观结构化临床考核（objective structured clinical examination，OSCE）总分分别为82.30±4.91、75.73±9.51，观察组医学生的临床知识掌握和技能操作能力均高于对照组（

=0.018

，P

=0.002）。观察组医学生教学后的临床思维能力总分为133.40±5.85，高于对照组的78.00±5.82，差异具有统计学意义（

0.001）。观察组医学生教学后的自主学习能力总分为114.93±3.70，高于对照组的105.30±3.01，差异具有统计学意义（

0.001）。观察组医学生对教学的满意率测评总百分比为93%，高于对照组的60%，差异具有统计学意义（

0.002）。

结论

在临床实习中应用进展性案例结合概念构图的双元互动教学法，可有效促进医学生临床思维建构与自主学习能力的发展，提升教学成效。同时，师生参与进展性案例及概念构图分析讨论的过程，增强了师生互动，提高了医学生对临床教学的满意度。

Abstract

Objective

To investigate the effects of a dual-interactive teaching method integrating progressive case-based teaching and conceptual mapping on clinical thinking and autonomous learning in the clinical education of interns in obstetrics and gynecology.

Methods

Sixty fifth-year undergraduate medical students who interned in the Department of Obstetrics and Gynecology at Tongji Hospital

Tongji Medical College

Huazhong University of Science and Technology

from August 2024 to January 2025 were randomly divided into a control group and an observation group

with 30 stud

ents in each group. The control group received traditional case-based teaching

whereas the observation group was taught using the integrated approach of progressive case-based teaching combined with conceptual mapping. Differences between the two groups were compared in terms of theoretical knowledge and skill assessment scores

clinical thinking ability

autonomous learning ability

and teaching satisfaction. Data were analyzed using SPSS 26.0 with independent-samples

-tests and chi-square tests.

Results

After the intervention

the observation group achieved significantly higher scores than the control group in both theoretical knowledge examination (92.63±3.77 vs. 89.63±5.55

0.018) and objective structured clinical examination (82.30±4.91 vs. 75.73±9.51

0.002)

reflecting superior mastery of clinical knowledge and practical skills. The total clinical thinking ability score of the observation group after teaching was significantly higher than that of the control group (133.40±5.85 vs. 78.00±5.82

0.001). The total autonomous learning ability score of the observation group after teaching was significantly higher than that of the control group (114.93±3.70 vs. 105.30±3.01

0.001). The overall teaching satisfaction rate in the observation group was significantly higher than that in the control group (93% vs. 60%

0.002).

Conclusions

The application of an integrated dual-interactive teaching approach combining progressive case-based teaching with conceptual mapping in clinical internships effectively promoted the development of clinical thinking and autonomous learning abilities among medical students

thereby enhancing teaching effectiveness. Additionally

the participation in the analysis and discussion of progressive cases and the construction of conceptual maps enhanced teacher-student interactions and the satisfaction of medical students with clinical instruction.

关键词

Keywords

references

庞莉，李聪，陈晓敏 . 新医学教育改革背景下妇科学临床教学工作面临的问题与对策研究 [J ] . 大学， 2023 （ 11 ）： 193 - 196 .

Green G . Examining professional values among nursing students during education: a comparative study [J ] . Nurs Forum , 2020 , 55 ( 4 ): 589 - 594 . DOI: 10.1111/nuf.12474 http://dx.doi.org/10.1111/nuf.12474 .

Novak JD , Gowin DB . Learning how to learn [M ] . New York : Cambridge University Press , 1984 : 1 - 56 .

叶梦婷，朱明丽，周诗虹，等 . 以老年护理核心能力培养为导向的概念构图教学法在护生带教中的应用 [J ] . 中国高等医学教育， 2022 （ 10 ）： 124 - 125 . DOI: 10.3969/j.issn.1002-1701.2022.10.062 http://dx.doi.org/10.3969/j.issn.1002-1701.2022.10.062 .

张山，吴瑛 . 认知负荷理论在医学教育领域中的应用进展 [J ] . 中华护理教育， 2023 ， 20 （ 2 ）： 240 - 244 . DOI: 10.3761/j.issn.1672-9234.2023.02.020 http://dx.doi.org/10.3761/j.issn.1672-9234.2023.02.020 .

Boushehri E , Soltani Arabshahi K , Monajemi A . Clinical reasoning assessment through medical expertise theories: past, present and future directions [J ] . Med J Islam Repub Iran , 2015 , 29 : 222 .

Pelaccia T , Tardif J , Triby E , et al . An analysis of clinical reasoning through a recent and comprehensive approach: the dual-process theory [J ] . Med Educ Online , 2011 , 16 : 5890 . DOI: 10.3402/meo.v16i0.5890 http://dx.doi.org/10.3402/meo.v16i0.5890 .

O'Brien BC , Battista A . Situated learning theory in health professions education research: a scoping review [J ] . Adv Health Sci Educ Theory Pract , 2020 , 25 ( 2 ): 483 - 509 . DOI: 10.1007/s10459-019-09900-w http://dx.doi.org/10.1007/s10459-019-09900-w .

宋俊岩 . 医学生临床思维能力评价指标体系的建立及实证研究 [D ] . 青岛：青岛大学， 2015 .

王小丹，汤刚琴，王素珍，等 . 医学生自主学习能力测评量表的构建 [J ] . 中国健康心理学杂志， 2014 ， 22 （ 7 ）： 1034 - 1037 . DOI: 10.13342/j.cnki.cjhp.2014.07.031 http://dx.doi.org/10.13342/j.cnki.cjhp.2014.07.031 .

张静，王晶心，王蕾，等 . 案例分析联合概念构图教学法在中医护理教学中的应用效果 [J ] . 中国继续医学教育， 2023 ， 15 （ 14 ）： 106 - 111 . DOI: 10.3969/j.issn.1674-9308.2023.14.025 http://dx.doi.org/10.3969/j.issn.1674-9308.2023.14.025 .

Torre D , German D , Daley B , et al . Concept mapping: an aid to teaching and learning: AMEE Guide No. 157 [J ] . Med Teach , 2023 , 45 ( 5 ): 455 - 463 . DOI: 10.1080/0142159X.2023.2182176 http://dx.doi.org/10.1080/0142159X.2023.2182176 .

刘媛，郑桃云 . 进展性案例的Seminar教学对本科护生临床思维能力的影响 [J ] . 护理学报， 2025 ， 32 （ 9 ）： 21 - 25 . DOI: 10.16460/j.issn2097-6569.2025.09.021 http://dx.doi.org/10.16460/j.issn2097-6569.2025.09.021 .

侯丽娜，张瑞，徐光旎，等 . 培养医学生自主学习能力的意义和策略探讨 [J ] . 中华医学教育探索杂志， 2023 ， 22 （ 2 ）： 172 - 176 . DOI: 10.3760/cma.j.cn116021-20210422-01165 http://dx.doi.org/10.3760/cma.j.cn116021-20210422-01165 .

肖丽艳，刘桂芳，彭艳红，等 . 基于思维导图的进展性案例教学法在护理本科见习教学中的应用 [J ] . 全科护理， 2023 ， 21 （ 8 ）： 1146 - 1149 . DOI: 10.12104/j.issn.1674-4748.2023.08.035 http://dx.doi.org/10.12104/j.issn.1674-4748.2023.08.035 .

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

建构主义理论下螺旋式进阶教学在神经外科临床实习中的实践研究

妇产科规范化培训医师工作压力现状与影响因素研究

情绪智力在实习护生隐性缺勤与职业认同之间的中介效应

妇产科生殖遗传学研究生课程体系建设与实践

妇产科专科医师置信职业行为核心指标的构建研究