临床场景教学模式在留学生神经病学教学中的应用

目的探讨临床场景教学模式在首都医科大学留学生神经病学教学中的应用效果。方法选取首都医科大学2011级和2012级临床医学专业66名留学生为研究对象，2011级学生为对照组，采用以授课为基础的教学模式，2012级学生为实验组，采取临床场景教学模式，2组留学生均进行神经变性疾病（帕金森病）的授课；理论授课及实习结束后，通过考试对2组留学生的理论与实践水平进行评价；留学生填写自我评价问卷及对教师的调查问卷，对调查结果进行统计学分析。结果实验组留学生的理论及临床实践成绩均明显高于对照组留学生，差异具有统计学意义；实验组留学生自我评价为“优”的人数明显高于对照组留学生，差异具有统计学意义；实验组留学生对教师评价为“优”的人数明显高于对照组留学生，差异具有统计学意义。结论临床场景教学模式有助于提高留学生神经病学教学的效果和留学生的综合能力，有助于培养留学生具有良好的医德医风，并能够最大程度地优化有限的教学资源。

The effect of clinical scenario-based learning in neurology teaching for international students

Objective To investigate the effect of the clinical scenario-based learning （CBL） in the neurology teaching for the international students in Capital Medical University. Methods Lecturebased learning （LBL） and CBL were applied in the teaching of neurodegenerative disease（ Parkinson＇ s disease） for the international students who were majored in clinical medicine recruited in 2011 and 2012, respectively; The levels of theory and clinical practice were evaluated by test after the teaching. Students filled out the questionnaires for assessing themselves and the teacher. The results were statistically analyzed. Results The scores of the theory and clinical practice of the students in CBL group are significantly higher than that in LBL group, which differences are statistically significant. The number of ＂excellent＂ in self-assessment of the students in CBL group is significantly more than that in LBL group, which difference is statistically significant. The number of ＂excellent＂ in teacher assessment of the students in CBL group is significantly more than that in LBL group, which difference is statistically significant. Conclusions CBL is very helpful for improving the effect of neurology teaching, elevating comprehensive ability and cultivating good medical ethnics for international students, and optimizing the limited teaching resources.