临床麻醉学立体化教学模式探索

目的　探讨立体化教学模式在临床麻醉学教学中的应用效果。方法　将宁夏医科大学2010级麻醉学系本科生（1）班43名学生作为对照组，2010级麻醉学系本科生（2）班42名学生作为观察组。对照组在临床麻醉学教学中采用传统教学，观察组则采用立体化教学模式。在临床麻醉学教学结束后比较两组教学效果，主要包括学生的平时成绩（麻醉计划书+麻醉病例分析）和期末成绩。通过教学满意度调查表比较两种教学方法对学生学习兴趣，临床实践能力，探索问题、分析问题和解决问题能力等方面培养的满意度。采用SPSS 17.0软件进行统计分析，学生成绩采用两独立样本t检验；教学效果满意度采用卡方检验。结果　观察组学生的平时成绩和期末成绩均高于对照组（88.1±5.1）vs.（75.3±4.2），（82.1±3.3） vs. （75.7±3.9）；P<0.05]。与对照组相比，在教学方法激发学习兴趣（60.5% vs. 90.5%），提高自学能力（30.2% vs. 83.3%）和临床实践能力（51.2% vs. 85.7%），拓宽知识面（46.5% vs. 88.1%）和培养创新精神（55.8% vs. 83.3%）等方面；观察组学生表示非常满意的比例更高（P<0.05）。结论　在临床麻醉学教学中，立体化教学教学效果优于传统教学，前者更有利于提高麻醉学系学生的创新实践能力。

Exploration and practice of three-dimensional teaching mode for clinical anesthesiology

Objective To explore the application effects of three-dimensional teaching mode for clinical anesthesiology. Methods 43 students were selected into control group, who were from class one, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. 42 students were selected into observation group, who were from class two, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. The traditional teaching mode were used for the students in control group during the teaching of clinical anesthesiology, while three-dimensional teaching mode were used for the students in observation group during the teaching. At the end of teaching, the teaching results were compared between the control group and the observation group, mainly including the usual scores evaluated from an anaesthesia plan plus an anaesthesia case discussion, and the final scores. The teaching satisfaction questionnaire were used to assess the effects of two teaching methods on the students'' interest in learning, the capacity of clin-ical practice, the abilities of exploring, analyzing and solving problems, etc. SPSS 17.0 software was used in statistical analysis. The students'' teaching results were tested by using two independent samples t-test. The satisfactions of these teaching effects were tested by using the Chi-square test. Results The usual and final scores in the observation group were significantly higher than those in the control group (88.1±5.1) vs. (75.3±4.2), (82.1±3.3) vs. (75.7±3.9); P<0.05]. Compared with the control group, the satisfactions of teaching effects in the observation group were higher such as to stimulate interest in learning (60.5% vs. 90.5%), to improve the abilities of self-study (30.2% vs. 83.3%) and clinical practice (51.2% vs. 85.7%), to widen the scope of knowledge (46.5% vs. 88.1%) and to cultivate the spirits of innovation (55.8% vs. 83.3%), etc (P<0.05). Conclusion During the teaching of clinical anesthesiology, the three-dimensional teaching mode has more advantages than the traditional one, which is good for improving the students'' innovation and practice abilities.