整合式教学策略在医学本科生心电图实验课中的教学效果分析

目的探讨整合式教学策略在医学本科生心电图实验课中的教学效果。 方法选择2019年于中山大学附属第三医院学习诊断学心电图实验课的2016级临床医学五年制学生63人，采用随机数字表法分为传统教学组(n＝30)和教学改革组(n＝33)，比较两组的心电图考核成绩及学生对教学的反馈评价情况。 结果教学改革组学生的心电图阅读成绩以及总成绩分别为[(82.93±4.71)分]和[(82.74±4.40)分]，均较传统教学组成绩[(78.24±6.28)分，(80.23±4.72)分]高，均差异有统计学意义(t＝4.71，2.52；均P<0.05)。教学改革组在激发学习兴趣(90.91%，30/33)、提高心电图分析能力(87.88%，29/33)、提高临床操作能力(84.85%，28/33)、提高自主学习能力(84.85%，28/33)、对教学内容满意度(87.88%，29/33)、对教学形式满意度(87.88%，29/33)的反馈评价均明显高于传统教学组[66.67%(20/30)，60.00%(18/30)，56.67%(17/30)，60.00%(18/30)，60.00%(18/30)，56.67%(17/30)]，均差异有统计学意义(χ²＝5.64，6.45，6.12，4.93，6.45，6.90；均P<0.05)。 结论整合式教学策略可显著提高学生的心电图考试成绩，提升学生的心电图阅读分析能力，激发学习兴趣，达到较好的教学效果，值得推广。

An analysis of the teaching effect of the integrated teaching strategy in the experimental course of electrocardiogram for medical undergraduates

ObjectiveTo explore the teaching effect of integrated teaching strategy in the experimental course of electrocardiogram (ECG) for medical undergraduates. MethodsA total of 63 clinical medicine five-year students in grade 2016 from the third Affiliated Hospital of Sun Yat-sen University were enrolled in this study. Students were randomly divided into two groups, including traditional teaching group (n=30) and reformatory teaching group (n=33). The test scores of ECG and feedbacks from students were compared between the two groups. ResultsThe ECG interpretation scores and total scores of the reformatory teaching group were [(82.93±4.71) points] and [(82.74±4.40) points], respectively, which were significantly higher than those of the traditional teaching group [(78.24±6.28)points, (80.23±4.72)points] (t=4.71, 2.52, all P<0.05). The satisfaction of the students in the reformatory teaching group were significantly higher than those of the traditional teaching group in stimulating learning interest [(90.91%, 30/33), (66.70%, 20/30)], improving ECG analysis ability [(87.88%, 29/33), (60.00%, 18/30)], improving the ability of clinical operation [(84.85%, 28/33), (56.67%, 17/30)], improving autonomous learning ability [(84.85%, 28/33), (60.00%, 18/30)], satisfaction of teaching content [(87.88%, 29/33), (60.00%, 18/30)] and satisfaction of teaching form [(87.88%, 29/33), (56.67%, 17/30)], and the differences were statistically significant (χ²=5.64, 6.45, 6.12, 4.93, 6.45, 6.90, all P<0.05). ConclusionsIntegrated teaching strategy in the ECG experiment course can significantly improve the students′ ECG examination results, improve ECG analysis ability and stimulate the interest in learning. It has achieved better teaching effect and is worth promoting.