案例讨论在法学专业临床医学概论教学中的应用

目的探索案例讨论在法学专业临床医学概论教学中的实施效果及其对学生素质与能力的影响。方法将58名学生随机分为3组，案例讨论教学A组20名，再随机分为6组，每组3～4名；案例讨论教学B组16名；对照组22名。选择缺铁性贫血、急性白血病实施案例讨论教学，对照组进行传统课堂讲授。采用SPSS11．5软件行单因素方差分析、最小显著差数法，比较各组及组间课程考试成绩的差异。采用，检验或Fisher确切概率法，分析学生对专业学习的影响、临床疾病认识等教学效果的评价，以及不同教学法对学生自主学习能力、归纳总结能力等的影响，P〈0．05为差异有统计学意义。结果案例讨论教学A组理论考核成绩与对照组无明显差异（P=0．564），优于案例讨论教学B组（P=0．004）。案例讨论教学A组学生均认为该课程学习对加深疾病认识有益，高于对照组（P=0．049）；认为对专业学习有裨益者占75．0％，而对照组仅占40．9％（P=0．026）。案例讨论教学A组学生对自主学习能力、归纳总结能力、团队合作意识、横向思维能力的正面评价分别占100％、70．0％、80．0％、60．0％，案例讨论教学B组分别占75．0％、68．8％、62．5％、81．3％，除后者对归纳总结能力评价稍低外，其余均明显高于对照组（P〈0．05）。结论案例讨论教学符合复合型法学人才培养需求，有助于提高学生学习兴趣、专业素质与能力。

Application of case analysis and problem discussion in teaching the course of introduction to clinical medicine for law majors

Objective To explore the efficacy of case analysis and problem discussion in teaching the course of introduction to clinical medicine for law majors and to discuss their influence on cultivating students＇ ability and quality. Methods Totally 58 students were randomly divided into three groups ： trial group A （ n = 20）, trial group B （ n = 16 ） and control group （ n = 22 ）. Trial group A was further randomly divided into six groups. Teaching contents included iron deficiency anemia and a- cute leukemia. Trial group A and trial group B adpoted case analysis and problem discussion while con- trol group practiced traditional classroom teaching. Results of theoretical test were processed through one-way analysis of variance and the least significant difference, using SPSS 11.5 software. Self-evalua- tion of teaching effects on students＇ specialized learning, logic thinking and knowledge of diseases were analyzed by Chi-square test and Fisher＇s exact test. Influences of different teaching methods on self learning ability, summarizing ability, team cooperation consciousness and lateral thinking were evalua- ted after lecture. Results Exam results showed no difference between trial group A and control group （ P = 0.564）, the students in trial group A had a significant higher score than those in trial group B （P = 0.004）. 100% and 75.0% students in trial group A considered the course of introduction to clinical medicine helpful concerning knowledge of diseases and students＇ specialized learning, higher than those of 77.3% and 40.9% in control group, with statistical differences（P = 0. 049 ,P = 0.026）. Positive e- valuation rates of self learning ability, summarizing ability, team cooperation ＇consciousness and lateral thinking were 100% ,70.0% ,80.0% ,60.0% in trial group A;75.0% ,68.8% ,62.5% ,81.3% in trial group B;22.7% ,36.4% ,4.5% ,27.3% in control group. Except for summarizing ability, students in trial group A and B were significantly better than those in control group（P 〈 0.05）. Conclusions The teaching method of case analysis and problem discussion meets the needs of versatile legal personnel training and it can stimulate students＇ study interest as well as improve their professional quality and ability.