Seminar聯合案例教學模式提高臨床診療思維能力的研究

陳前波，席曉婷，馬 嘉，李 燕

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·教學研究·

Seminar聯合案例教學模式提高臨床診療思維能力的研究

陳前波，席曉婷，馬 嘉，李 燕

Foundation item:Education Science of "12th Five-Year" Planning Project in Yunnan Province (No.Y13027)

Department of Ophthalmology, the First Affiliated Hospital of Kunming Medical University, Kunming 650031, Yunnan Province, China

?METHODS:Grade 2011 clinical undergraduate students were the research objects. Three and four classes were divided into experimental group (114 students) applied seminar teaching method combined with case-based teaching method. Five and six classes were divided into control group (112 students) applied traditional teaching method. We asked the students to carry out a questionnaire and exam after the end of the course. The data were analyzed by SPSS 19.0.

?RESULTS:The comparison data of questionnaire included understanding the knowledge points, improving learning interest, approving the self-learning ability. The expression ability, cultivation of clinical thinking and memory theoretical knowledge were statistically significant (P<0.05). The comparison test scores of two groups were statistically significant (P<0.05).

?CONCLUSION:Seminar teaching method combined with case-based teaching method can help to cultivate students’ thinking ability of clinical diagnosis and treatment.

目的:在眼科學本科教學中應用Seminar聯合案例教學模式培養臨床診療思維能力。

方法:選擇2011級臨床專業本科學生作為研究對象，三、四大班為試驗組(114人)采用案例教學法與Seminar 教學法相結合的教學方式，五、六大班為對照組(112人)采用傳統教學法。課程結束后對學生進行問卷調查及閉卷考試，得到的數據采用SPSS 19.0進行分析。

結果:問卷調查兩個組分別就對理解知識點的幫助、激發學習興趣、提高自學能力、提高表達能力、培養臨床診療思維能力以及幫助理論知識的記憶進行比較，差異均有統計學意義(P<0.05)；對考試成績進行比較，差異有統計學意義(P<0.01)。

結論：Seminar聯合案例教學模式有助于培養學生臨床診療思維能力。

案例教學； Seminar教學；眼科學

引用：陳前波，席曉婷，馬嘉，等.Seminar聯合案例教學模式提高臨床診療思維能力的研究.國際眼科雜志2016;16(12):2295-2298

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隨著疾病譜的轉變、健康內涵的擴大及醫學社會化進程的加快，新的醫學模式逐步確立。醫學模式轉變不僅豐富了眼科學的教學內容，而且為學科發展提供了良好的發展機遇[1]。從眼科學的學科性質和學科特點來看，采用傳統的講授式教學方法，限制了學生學習的積極性和主動性，學生缺乏深入的思考，課堂效果欠佳，對其進行改革勢在必行。因此，在高校新的教育形勢下，如何提高學生的學習興趣、增強學生自學能力從而培養良好的臨床診療思維能力是值得思考和探索的重要問題[2]。……