医学本科生临床技能实践课程混合式教学研究

目的 探索混合式教学模式在临床技能实践课程中的应用和效果。方法 依据上海交通大学医学院针对本科阶段医学生的实践教学大纲及国家执业医师实践操作考试项目，选择内、外、妇、儿、急救基本技能共20项，试验组采用线上与线下相结合的混合式教学模式开设临床技能基本操作实践课程。选取2020至2021两学年大三年级医学生（120人）参加该教学模式学习，与同期对照组采用单纯线下教学模式医学生（120人）在流程完整性、手法熟练度、无菌观念、沟通关爱、临床思维等方面的实践能力考核成绩进行比较，并对试验组学生进行调查问卷分析课程的设计、适应性及兴趣和满意度、学习效果等。采用SPSS 21.0进行Wilcoxon秩和检验和卡方检验。结果 两组学生在性别和专业等一般性资料上差异无统计学意义。试验组上述各实践能力成绩均明显优于对照组[88（86，89）vs. 75（72，77）；57（56，58） vs. 52（50，54）；7（6，8） vs. 5（4，6）；8（7，8） vs. 5（4，6）；9（8，9） vs. 6（6，7）；8（7，9） vs. 7（6，7）；P<0.001]，问卷调查显示试验组学生对课程的总体评价较高（4.0~4.8分）。结论 混合式教学对本科阶段医学生临床技能实践能力的培养有利，有助于提升学生的自学能力和动手能力，提高课堂效率和教学效果。

Application of blended teaching in clinical skill practice course for undergraduate medical students

Objective To investigate the application and effect of blended teaching model in clinical skill training.Methods According to the practical teaching syllabus for undergraduate medical students in Shanghai Jiao Tong University School of Medicine and the national practical operation examination for medical practitioners, 20 basic skills of internal medicine, surgery, gynecology, pediatrics, and emergency were selected. A total of 120 junior medical students in the experimental group received the practice course of basic clinical skill operations using the online and offline blended teaching model in the academic years of 2020-2021, and 120 medical students in the control group received this course using the offline teaching model alone during the same period of time. The two groups were compared in terms of process completeness, skill proficiency, aseptic concept, communication and care, and clinical thinking, and a questionnaire survey was conducted for the students in the experimental group to investigate course design, adaptability, interest, satisfaction, and learning effect. SPSS 21.0 was used to perform the Wilcoxon rank-sum test and the chi-square test.Results There were no significant differences between the two groups in general information such as sex and major. The experimental group had significantly better scores of the above practical abilities than the control group [88 (86,89) vs. 75 (72,77), 57 (56,58) vs. 52 (50,54), 7 (6,8) vs. 5 (4,6), 8 (7,8) vs. 5 (4,6), 9 (8,9) vs. 6(6,7), 8 (7,9) vs. 7 (6,7), P<0.001], and the questionnaire survey showed that the students in the experimental group gave a relatively high overall evaluation of the course (4.0-4.8 points).Conclusions The blended teaching model is beneficial to the cultivation of clinical skills and practical ability in undergraduate medical students and can help to enhance their self-learning and operational abilities and improve classroom efficiency and teaching effectiveness.