Massonetto Júlio Cesar, Marcellini Cláudio, Assis Paulo Sérgio Ribeiro, de Toledo Sérgio Floriano
Department of Maternal-infantile Health, Medical Sciences, Centro Universitário Lusíada, Rua Dr, Oswaldo Cruz 179, CEP-11045-101, Santos, Brazil.
BMC Med Educ. 2004 Nov 29;4(1):26. doi: 10.1186/1472-6920-4-26.
The fourth-year Obstetrics and Gynaecology course at our institution had previously been taught using theory classes alone. A new teaching model was introduced to provide a better link with professional practice. We wished to evaluate the impact of the introduction of case discussions and other practical activities upon students' perceptions of the learning process.
Small-group discussions of cases and practical activities were introduced for the teaching of a fourth-year class in 2003 (Group II; 113 students). Comparisons were made with the fourth-year class of 2002 (Group I; 108 students), from before the new programme was introduced. Students were asked to rate their satisfaction with various elements of the teaching programme. Statistical differences in their ratings were analysed using the chi-square and Bonferroni tests.
Group II gave higher ratings to the clarity of theory classes and lecturers' teaching abilities (p < 0.05) and lecturers' punctuality (p < 0.001) than did Group I. Group II had greater belief that the knowledge assessment tests were useful (p < 0.001) and that their understanding of the subject was good (p < 0.001) than did Group I. Group II gave a higher overall rating to the course (p < 0.05) than did Group I. However, there was no difference in the groups' assessments of the use made of the timetabled hours available for the subject or lecturers' concern for students' learning.
Students were very receptive to the new teaching model.
我们学校的妇产科学四年级课程以前仅通过理论课进行教学。引入了一种新的教学模式以更好地与专业实践相联系。我们希望评估引入病例讨论和其他实践活动对学生学习过程认知的影响。
2003年，针对四年级班级的教学引入了小组病例讨论和实践活动（第二组；113名学生）。与新方案引入之前的2002年四年级班级（第一组；108名学生）进行比较。要求学生对教学计划的各个方面进行满意度评分。使用卡方检验和邦费罗尼检验分析他们评分的统计差异。
与第一组相比，第二组对理论课的清晰度、讲师的教学能力（p < 0.05）和讲师的准时性（p < 0.001）给予了更高的评分。与第一组相比，第二组更相信知识评估测试是有用的（p < 0.001）且他们对该学科的理解良好（p < 0.001）。与第一组相比，第二组对该课程的总体评分更高（p < 0.05）。然而，两组对该学科可用时间表时间的利用情况或讲师对学生学习的关注程度的评估没有差异。
学生对新的教学模式非常接受。
