摘要
目的 探讨问题导向临床医学教学课程(problem-originated clinical medical curriculum,PCMC)结合3段式教学评价对皮肤病与性病学的教学效果。方法 选取2023年5—7月吉林化工医院开展小班教学的北华大学2021级的43名学生为研究对象。按照教学方式分为常规评价组(n=21)和3段式教学评价组(n=22)。比较两组学生对教学模式的满意度、期末成绩。结果 3段式教学评价组学生的操作能力、思考能力、综合素养、教学与考试关联的教学模式满意度评分均高于常规评价组,差异有统计学意义(P均<0.05)。3段式教学评价组实践考试为(88.36±7.83)分,高于常规评价组的(79.52±9.78)分,差异有统计学意义(t=3.280,P<0.05);理论考试与常规评价组比较,差异无统计学意义(P>0.05)。结论 PCMC教学法结合3段式教学评价,使教学方法 和评价方法 紧密贴合,促进皮肤病与性病学教学效果的进一步提高。
Objective To explore the teaching effect of the problem-originated clinical medical curriculum(PCMC)combined with a three-stage teaching evaluation in Dermatology and Venereology.Methods A total of forty-three stu⁃dents from the 2021 cohort at Beihua University,who participated in small-class teaching at Jilin Chemical Industry Hospital from May to July 2023,were selected as study subjects.The students were divided into a conventional evalua⁃tion group(n=21)and a three-stage teaching evaluation group(n=22)based on the teaching methods.The two groups were compared in terms of teaching satisfaction and final examination scores.Results The satisfaction scores of stu⁃dents'operation ability,thinking ability,comprehensive literacy and teaching mode related to teaching and examina⁃tion in the three-stage teaching evaluation group were higher than those in the conventional evaluation group,and the differences were statistically significant(all P<0.05).The practical examination score of the three-stage teaching evaluation group was 88.36±7.83,which was higher than 79.52±9.78 in the conventional evaluation group,and the dif⁃ference was statistically significant(t=3.280,P<0.05).There was no significant difference between the theoretical test and the routine evaluation group(P>0.05).Conclusion The PCMC teaching method combined with a three-stage teaching evaluation aligns the teaching and evaluation methods more closely,effectively enhancing the teaching out⁃comes in Dermatology and Venereology.
作者
白亚菲
BAI Yafei(Department of Dermatology,Jilin Chemical Industry Hospital,Jilin 132021,Jilin,China)
出处
《中国卫生产业》
2024年第21期191-194,共4页
China Health Industry
关键词
PCMC教学法
3段式教学评价
皮肤病与性病学
教学教学效果
学习目标评价
课后综合评价
期末学习效果
PCMC pedagogy
Three-stage teaching evaluation
Dermatology and Venereology
Pedagogical effect
Learning objective evaluation
Comprehensive evaluation after class
Final learning effect
