摘要
目的在诊断学教学过程中适时开展"诊断学知识竞赛"这种教学辅助活动,探讨其实施方法和教学效果。方法选取两个年级临床医学五年制专业的学生作为实验组和对照组,分别在诊断学进行到一定课时时进行和不进行知识竞赛,对比教学效果。结果两组学生在诊断学试卷效果评价中,基础内容题和临床实践内容题,实验组学生答对的比例明显增高(P<0.05);而诊断推理题两组间没有区别。全身物理查体中,实验组的学生也明显优于对照组(P<0.05)。结论诊断学知识竞赛是一种富含知识性、趣味性的教学辅助活动,在诊断学物理查体和心电图教学结束后以及总复习开始的时间进行,对激发学生学习兴趣、能动性,及提升教学效果有着重要的提升作用。
Objective In the course of diagnostics teaching, we explore implementation methods and teaching effects of carrying out the ＂diagnostic knowledge competition＂ as an auxiliary teaching activity. Method Students in two grades and 5 years in clinical medicine were selected as the experimental group and the control group, the diagnosis was carried out in certain courses and knowledge contests were conducted or weren＇t respectively in the experimental group and the control group, and the teaching effects were compared. Result Two groups of students in the evaluation of diagnostic papers, the basic content and clinical practice questions, the experimental group students answered the proportion of obvious increase（P〈0. 05）; there is no difference between the two groups of diagnostic reasoning questions. In the whole body physical examination, the students in the experimental group were obviously better than the control group（P〈0. 05）. Conclusion Diagnosis knowledge competition is a kind of teaching activity which is rich in knowledge and interesting. After physical examination and ECG teaching and the time of the beginning of the total review, it has an important role in promoting students＇ interest and initiative in learning and promoting the teaching effect.
出处
《医学教育研究与实践》
2017年第4期635-637,共3页
Medical Education Research and Practice
关键词
知识竞赛
诊断学教学
教学效果
knowledge competition
diagnostics teaching
teaching effect
