诊断学理论与实践

诊断学理论与实践 ›› 2017, Vol. 16 ›› Issue (03): 338-341.doi: 10.16150/j.1671-2870.2017.03.021

• 医学教育 • 上一篇    下一篇

情境式教学法在内分泌代谢性疾病临床教学中的应用及体会

顾卫琼1, 石娟1, 梅文瀚2, 赵丹丹1, 邓玉颖1, 章添悦1, 洪洁1, 张翼飞1   

  1. 1.上海交通大学医学院附属瑞金医院内分泌代谢病科,上海 200025;
    2.上海交通大学医学院教务处,上海 200025
  • 收稿日期:2017-01-05 出版日期:2017-06-25 发布日期:2017-06-25
  • 通讯作者: 张翼飞 E-mail: feifei-a@163.com
  • 基金资助:
    上海市教委曙光计划(14SG17); 上海交通大学医学院高峰高原计划“研究型医师” (20161403,20161411)

Application of scenario-based training in endocrine and metabolic diseases education

GU Weiqiong1, SHI Juan1, MEI Wenhan2, ZHAO Dandan1, DENG Yuying1, ZHANG Tianyue1, HONG Jie1, ZHANG Yifei1   

  1. 1. Department of Endocrinology and Metabolism, Ruijin Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai 200025, China;
    2. The Academic Affairs Office, Shanghai Jiao Tong University School of Medicine, Shanghai 200025, China
  • Received:2017-01-05 Online:2017-06-25 Published:2017-06-25

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摘要： 目的: 观察内分泌疑难罕见病基于问题的学习(problem-based learning,PBL)情境式教学和2型糖尿病综合管理的“代谢中心”情境式教学这2种适合内分泌代谢学科教学的情境式教学方法,分析在教学实践中如何选择恰当的方法,使之对学生产生积极的影响。方法: 对本校临床医学院八年制学生(3年级)实施内分泌PBL情境式教学,并对91位学生进行问卷调查;对在内分泌代谢科学习并参加代谢中心教学的25位临床八年制学生和15位进修医生实施“代谢中心”情境式教学,并进行问卷调查。结果: 在结合PBL情境式教学方法的实践中,学生对教案的评价及对指导教师的评价,每个选项的评分为4.48~4.91分(满分5分)。学生在接受了“代谢中心”情境模式教学后,“对授课模式满意程度”、“课堂气氛”及“熟悉掌握代谢性疾病综合管理概念”三方面的评分显著高于传统病房带教模式教学(P值分别为0.042、0.025和0.006)。结论: 情境式教学模式在内分泌代谢性疾病教学中丰富了临床医学教学的形式和方法,不仅能够为广大医学生所认可,且在提高教学兴趣、活跃课堂气氛和促进科学概念的掌握等多个方面显示出独特的优势。

关键词: 情境式教学法, 内分泌教学, 应用, 基于问题的学习, 2型糖尿病

Abstract: Objective: The scenario-based training is a new model in endocrine and metabolic diseases education. Further discussion in discovering the potential, choosing the proper methods and finding the impact on students of this model are needed. In the present study, we evaluated the characteristics of two models: the problem-based learning (PBL) methods and "Metabolic Management Center" teaching modality in the education of endocrine and metabolic diseases. Results: For the former, we collected questionnaires in the PBL case in endocrine from 91 students in grade 3 in 8-year medical program, and for the latter, we collected questionnaires from 25 students in 8-year medical program and 15 visiting physician who have attended the "Metabolic Management Center" teaching modality. Results: For the former, the scores were between 4.48 and 4.91 (5 as the highest) for each choices involved in the assessment of both the cases and the teachers. For the latter, students scored were higher in degree of satisfaction, class atmosphere, and mastering the idea of integrated management in metabolic diseases in "Metabolic Management Center" teaching modality as compared with those in traditional ward teaching modality(P=0.042, 0.025 and 0.006, respectively). Conclusions: The scenario-based training enriched the forms and methods in endocrine and metabolic diseases education. It not only could be accepted by the medical students, but also improve the learning interest, class atmosphere, and ability in mastering the concepts in the field of endocrine and metabolism.

Key words: Scenario-based training, Endocrine education, Application, Problem-based learning, Type 2 diabetes

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