分段教学法在培养医学生临床实践技能中的应用效果。

The application effect of the segmented teaching method in training medical students on clinical practice skills.

机构信息

Department of Sports Medicine, Orthopaedic Center, First Affiliated Hospital of Hengyang Medical School, University of South China, Hengyang, Hunan, China.

Clinical Practice Skills Center, First Affiliated Hospital of Hengyang Medical School, University of South China, Hengyang, Hunan, China.

出版信息

BMC Med Educ. 2024 Oct 4;24(1):1090. doi: 10.1186/s12909-024-06060-3.

DOI:10.1186/s12909-024-06060-3

PMID:39367464

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11451101/

Abstract

BACKGROUND

The surgical clinical practice skill training is an important part of medical undergraduate education. Surgical skills are complex and difficult to master. However, the traditional teaching method has some disadvantages, for example, low student participation, weak learning atmosphere, inadequate mastery of the subject matter. We innovatively put forward the segmented teaching method in the field of clinical practice skills training. The segmented teaching method refers to dividing a specific teaching content into several relatively independent parts and providing segmented practice for each part. This approach enhances students' learning outcomes.The aim of this controlled study is to investigate the effects of the segmented teaching methods on clinical practice skills training in medical students.

METHODS

31 medical students participating in clinical practice skill training at The First Affiliated Hospital of University of South China from March to April 2024 were randomly assigned to either the experimental group (n = 16) receiving segmented teaching method or the control group (n = 15) receiving traditional teaching method. After completion of practical exercises, both groups underwent operational assessments, theoretical assessments, Mini-Clinical Evaluation Exercise (Mini-CEX), and Student Evaluation of Educational Quality (SEEQ) for teaching quality evaluation. A comparative analysis of the results between the two groups was conducted.

RESULTS

After implementing the program, there were no statistically significant differences (P > 0.05) between the experimental and control groups in theoretical assessment scores, Mini-CEX clinical judgment scores, and SEEQ teaching quality evaluation scores. However, compared to the control group, the experimental group demonstrated better operational assessment scores, higher Mini-CEX scores in history taking, physical examination, professionalism, doctor-patient communication, organizational efficiency, and comprehensive abilities, with statistically significant differences (P < 0.05).

CONCLUSION

The application of segmented teaching method in clinical practice skill training for medical students yields favorable training outcomes.

摘要

背景

外科临床实践技能培训是医学本科教育的重要组成部分。外科技能复杂且难以掌握。然而，传统的教学方法存在一些缺点，例如学生参与度低、学习氛围弱、对主题的掌握不足。我们在临床实践技能培训领域创新性地提出了分段教学法。分段教学法是指将特定的教学内容分为几个相对独立的部分，并为每个部分提供分段练习。这种方法提高了学生的学习效果。本对照研究旨在探讨分段教学法对医学生临床实践技能培训的影响。

方法

2024 年 3 月至 4 月，随机将在南华大学第一附属医院参加临床实践技能培训的 31 名医学生分为实验组（n=16，接受分段教学法）和对照组（n=15，接受传统教学法）。完成实践练习后，两组均进行操作评估、理论评估、Mini-临床演练评估（Mini-CEX）和学生教育质量评估（SEEQ）以进行教学质量评估。对两组结果进行比较分析。

结果

实施该方案后，实验组与对照组在理论评估分数、Mini-CEX 临床判断分数和 SEEQ 教学质量评估分数方面无统计学差异（P＞0.05）。然而，与对照组相比，实验组的操作评估分数更高，Mini-CEX 中的病史采集、体检、专业性、医患沟通、组织效率和综合能力评分更高，差异具有统计学意义（P＜0.05）。