摘要
目的研究依托信息系统的教学改革方案在麻醉实习中的价值。方法选取2012级麻醉学专业本科实习医生51人作为研究对象。将上半年(2016年1—6月)在麻醉科实习共计25人作为对照组,下半年(2016年7—12月)在麻醉科实习共计26人作为实验组。实验组依托HIS/Do Care信息系统完成临床麻醉的访视及管理;对照组使用传统教学方法;对比两组麻醉计划书评分、学习曲线、出科成绩、自我评价及教学评价等。结果(1)研究期间的第2、第3、第4个月,实验组麻醉计划书评分分别为(86.47±2.58)分、(91.10±2.56)分、(95.76±1.97)分,均高于对照组的(79.04±2.52)分、(88.68±2.93)分、(93.69±1.42)分,学习曲线较对照组有明显提升,差异具有统计学意义(P<0.05);(2)两组实习医生笔试比较,差异无统计学意义(P>0.05)。但实验组自我评价及教学评价分别为(86.76±6.72)分、(93.92±4.93)分,均高于对照组的(78.28±9.42)分、(84.68±6.03)分,差异具有统计学意义(P<0.05)。结论利用信息化技术平台进行临床教学的方法,可充分调动麻醉医学生在实习阶段的学习主动性。
Objective To explore the value of the educational reform depending on informatizationin in anesthesia students. Methods 51 students of anesthesiology undergraduate interns from 2012 grade were selected as the research objects. In the frst half of the year （from January to June 2016）, a total of 25 students in the department of anesthesiology were used as the control group. In the second half of the year （from July to December 2016）, a total of 26 students in the department of anesthesiology were used as experimental groups. The experimental group completed the visit and management of clinical anesthesia relying on the HIS/DoCare information system. The traditional teaching method was used in the control group. The anesthesia plan scores, learning curve, grades, self-evaluation and teaching evaluation of the two groups were compared. Results （1） During the second, third and fourth months of the study period, the score of the anesthesia plan in the experimental group was （86.47 ±2.58） points, （91.10±2.56） points and （95.76±1.97） points respectively. They were all higher than those in the control group （79.04±2.52） points, （88.68±2.93） points, （93.69±1.42） points, and their learning curve was better than that in the control group, the difference was statistically significant （P 〈 0.05）. （2） There was no statistical difference between the two groups of interns （P 〉 0.05）. However, the self-evaluation and teaching evaluation of the experimental group were （86.76±6.72） points and （93.92±4.93） points respectively. The difference was signifcantly higher than that of the control group （78.28±9.42） points and （84.68±6.03） points, and the difference was statistically signifcant （P 〈 0.05）. Conclusion The method of using information technology platform for clinical teaching can transfer learning initiative.
出处
《中国继续医学教育》
2018年第7期23-25,共3页
China Continuing Medical Education
基金
合肥医学院第一临床学院教育教学改革计划项目(2014-021)
合肥医学院第一临床学院教育教学改革计划项目(2014-007)
关键词
信息化系统
麻醉学
学习曲线
教学改革
informatization system
anesthesiology
the learning curve
educational reform
