亚专科教师联合带教在诊断学见习中的应用

目的 评价亚专科教师联合带教在诊断学见习中的应用效果.方法 将我校2009级临床医学五年制本科学生293名随机分成实验组（亚专科联合带教组,n=153）和对照组（传统教学组,n=140）.两组学生各分为14～16人的学习小组;针对实验组各小组学生,将该学期诊断学见习课所有教学内容（全身体格检查及心电图检查）进行分解,并由不同亚专科教师联合带教;针对对照组各小组学生,由一位内科教师全程带教.比较两组学生期末理论考试和操作考核平均成绩,并行u检验;同时对实验组学生进行问卷调查.结果 实验组学生理论考试分数（75.2±8.9）和操作考核分数（88.5±6.2）高于对照组[（70.9±10.7）和（84.6±5.5）],差异有统计学意义（P值均等于0.001）.问卷结果显示,92.8％（142/153）的实验组学生认为自身临床技能水平得到提高,86.9％（133/153）对亚专科教师联合带教表示满意.结论 诊断学见习中亚专科教师联合带教,可以提高学生的诊断学理论和操作水平,值得深入研究.

The joint teaching of subspecialty teachers in the application of diagnostics probation

Objective To analyze and evaluate the joint teaching of subspeciahy teachers in the application of diagnostics probation.Methods 293 clinical medical undergraduates of Grade 2009 were randomly divided into experimental group（the joint subspeciahies teaching group,n=153） and control group（traditional teaching group,n=140）.The two groups of students were divided into the 14-16 study group.The diagnostics probation teaching content（all general physical examination and ECG examination）was decomposed in the experiment group and students were taught by different subspecialties teachers while the students of the control group were taught by a teacher of internal medicine.The final examination grades and operative performance of the two groups were compared,evaluated and U tested.At the same time the questionnaire smvey was conducted to the students in the experimental group.Results The experimental group＇s theory examination score was （75.2 ± 8.9） and the operative assessment score was （88.5 ± 6.2）,higher than that in the control group（70.9 ± 10.7 and 84.6 ± 5.5）,the difference was statistically significant（P=0.001）.The questionnaire results showed 92.8%（142/153）medical students improved their clinical skill,86.9%（133/153） medical students were satisfied with the joint teaching of subspecialty teachers.Conclusions The subspecialty teachers＇ joint teaching can improve students＇ clinical practice ability.It is a valuable teaching method in diagnostics teaching.