| 张爱民,徐霭贤,郑迅风,等.基于赋能理论的病例讨论教学模式的效果评价[J].安徽医药,2016,20(12):2389-2392. |
| 基于赋能理论的病例讨论教学模式的效果评价 |
| Effect evaluation of case discussion teaching mode based on empowerment theory |
| 投稿时间：2016-08-05 |
| DOI： |
| 中文关键词: 赋能理论 病例讨论 临床教学 |
| 英文关键词: Empowerment theory Case discussion Clinical teaching |
| 基金项目:2014年广东省教育厅临床教学基地教学改革研究项目(2014JDB069) 作者简介:张爱民,女,副主任医师,研究方向:儿童健康管理,E-mail:13929900238@139.com基于赋能理论的病例讨论教学模式的效果评价张爱民1,徐霭贤1,郑迅风2,陈守琴2,黄晓瑜3 (1.南方医科大学附属佛山医院,广东 佛山 528000儿科,广东 佛山 528000；2.南方医科大学附属佛山医院妇产科,广东 佛山 528000；3.南方医科大学附属佛山医院科教科,广东 佛山 528000 )基于赋能理论的病例讨论教学模式的效果评价 张爱民,徐霭贤,郑迅风,等 |
|
| 摘要点击次数: 2494 |
| 全文下载次数: 4 |
| 中文摘要: |
| 目的 研究临床中激发学生学习主动性及提高临床思维能力的教学方式,探讨基于赋能理论的病例讨论教学模式在临床教学中的实践效果。方法 某院实习的医学生在临床教学病例讨论教学中,观察组采用基于赋能理论的病例讨论教学模式,每个学生发言后学生间互评和讨论反馈,最后老师点评。对照组采用传统的病例讨论教学模式,学生代表发言后共同讨论分析,最后老师点评。通过问卷调查了解学生对老师教学质量评价和实习生在教学中的获益能力,对两种教学方法进行比较。结果 学生对老师教学质量评价,观察组与对照组差异无统计学意义(P>0.05)；两组学生通过教学活动获益较多的能力是临床思维能力、口头表达能力、自我反思、自主学习能力；其中观察组在学生获益临床思维能力、自主学习能力方面明显优于对照组,差异有统计学意义(P<0.05)。结论 基于赋能理论的病例讨论教学模式从根本上改造学生学习的方式和习惯,有利于激发学习主动性及提高临床思维能力,师生互动,促进教学相长。 |
| 英文摘要: |
| Objective To study on better ways to arouse students′ active learning and to increase their clinical thinking,and to explore the practical effects of case discussion teaching mode based on empowerment theory in clinical teaching.Methods The intern medical students were being taught clinically to discuss cases.The students in the test group were taught by the case discussion teaching mode based on empowerment theory.Each student shared their views,made comments of each other,had discussion and made reflections,and then the teacher made comments.The students in the control group were taught by traditional case discussion teaching mode.The representatives of students shared their views,had discussions and analysis,and then the teacher made comments.Questionnaire surveys were made afterwards to acquaint the assessments of teachers′ teaching quality made by students and students′ enhancement of abilities through learning.Results No statistical significant difference was found in terms of the assessments of teachers′ teaching quality by students between the test group and the control group (P>0.05);all the students′ clinical thinking,presentation skills,self-reflections and independent learning were better built up through case discussions;the students from the test group showed a significant advantage on building up their clinical thinking and independent learning over the students from the control group,and a statistically significant difference can be found herein (P<0.05).Conclusions The case discussion teaching mode based on empowerment theory could change students′ learning styles and habits fundamentally;and it is beneficial to the cultivation of students′ active learning and clinical thinking.By adopting this teaching mode,more interactions could be made between teachers and students and more could be learned by both sides. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
|
|
|
