This study explored the effect of medical simulation teaching based on question-based learning. Methods: In this study, the selected samples were all the regular students of our hospital. A total of 76 samples were se...This study explored the effect of medical simulation teaching based on question-based learning. Methods: In this study, the selected samples were all the regular students of our hospital. A total of 76 samples were selected and divided into the conventional group using the traditional teaching method, and the other group received the medical simulation education based on problem-based learning, which was set as the research group, with 38 cases in each group. After grouping, different teaching programs were adopted for the two groups of students, and the teaching effects were compared after they received different teaching. Results: The data in the experiment were compared. After a period of learning, the final scores of the two groups were compared, and the study group was significantly higher. In terms of interest and recognition of teaching methods, the study group had higher learning interest and recognition than the conventional group (P < 0.05). The working attitude and ability of the two groups were compared, and the working attitude and ability of the study group was higher than that of the conventional group (P < 0.05). The satisfaction of the two groups was higher in the study group than in the conventional group (P < 0.05). Conclusion: This study through to the hospital to accept learning the rules of Pearson, adopt problem-based learning of medical simulation teaching mode, can improve the gauge Pearsons clinical examination results, can effectively improve the Pearsons interest in learning and recognition, gauge the Pearson to the satisfaction of teaching patterns are relatively high, meanwhile the teaching mode can fully improve Pearsons working attitude and ability.展开更多
文摘This study explored the effect of medical simulation teaching based on question-based learning. Methods: In this study, the selected samples were all the regular students of our hospital. A total of 76 samples were selected and divided into the conventional group using the traditional teaching method, and the other group received the medical simulation education based on problem-based learning, which was set as the research group, with 38 cases in each group. After grouping, different teaching programs were adopted for the two groups of students, and the teaching effects were compared after they received different teaching. Results: The data in the experiment were compared. After a period of learning, the final scores of the two groups were compared, and the study group was significantly higher. In terms of interest and recognition of teaching methods, the study group had higher learning interest and recognition than the conventional group (P < 0.05). The working attitude and ability of the two groups were compared, and the working attitude and ability of the study group was higher than that of the conventional group (P < 0.05). The satisfaction of the two groups was higher in the study group than in the conventional group (P < 0.05). Conclusion: This study through to the hospital to accept learning the rules of Pearson, adopt problem-based learning of medical simulation teaching mode, can improve the gauge Pearsons clinical examination results, can effectively improve the Pearsons interest in learning and recognition, gauge the Pearson to the satisfaction of teaching patterns are relatively high, meanwhile the teaching mode can fully improve Pearsons working attitude and ability.
