诊断学理论与实践

诊断学理论与实践 ›› 2017, Vol. 16 ›› Issue (05): 561-563.doi: 10.16150/j.1671-2870.2017.05.022

• 医学教育 • 上一篇    下一篇

微格教学法在临床诊断学教学中的应用

罗莉1, 周济儒2, 郭宇航1, 李玉英3, 胡明冬1   

  1. 1.第三军医大学新桥医院全军呼吸内科研究所 全军呼吸病研究重点实验室,重庆 400037;
    2.第三军医大学学员六营,重庆 400037;
    3.中国人民解放军海军总医院呼吸内科,北京 100048
  • 收稿日期:2016-12-15 出版日期:2017-10-25 发布日期:2017-10-25
  • 通讯作者: 胡明冬 E-mail: huhanshandd@163.com
  • 基金资助:
    重庆市教育重点项目（20142028）

Application of microteaching method in teaching of clinical diagnosis

LUO Li1, ZHOU Jiru2, GUO Yuhang1, LI Yuying3, HU Mingdong1   

  1. 1. Institute of Respiratory Diseases, Xinqiao Hospital, Third Military Medical University, Chongqing 400037, China;
    2. 6th Student Battalion, Third Military Medical University, Chongqing 400037, China;
    3. Respiratory Department, China PLA Navy General Hospital, Beijing 100048, China
  • Received:2016-12-15 Online:2017-10-25 Published:2017-10-25

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摘要： 目的：探讨微格教学法在临床诊断学教学中的效果。方法：将280名临床医学八年制及五年制的学生分为对照组和观察组,对照组采用传统教学法,观察组采用微格教学法。课程结束后评价2组学生的教学效果。结果：观察组学生的学习成绩及满意度水平较对照组高。结论：微格教学能有效带动学生的主观能动性,提高其学习兴趣和学习能力,尤其有助于其实践操作能力的提升,提高教学质量。

关键词: 微格教学法, 临床诊断学, 实践操作能力, 小班教学

Abstract: Objective: To study the efficacy of microteaching method in the teaching of clinical diagnosis. Methods: A total of 280 students in 8-year program or 5-year program were divided into the testing group and control group: students in testing group were instructed with the microteaching method and students in control group were instructed with the conventional method. At the end of course, the teaching efficiency of the two groups were evaluated. Results: The academic records and learning satisfaction were all better in the testing group than those in control group. Conclusions: Microteaching method could enhance students' subjective initiation, learning ability and practice capability.

Key words: Microteaching method, Clinical diagnosis, Practice capability, Small class teaching

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