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    左芦根, 张震, 王秋生, 葛思堂, 李静. 行动导向法教学在外科学专业型学位硕士研究生临床带教中的应用[J]. 蚌埠医科大学学报, 2023, 48(10): 1462-1464. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.029
    引用本文: 左芦根, 张震, 王秋生, 葛思堂, 李静. 行动导向法教学在外科学专业型学位硕士研究生临床带教中的应用[J]. 蚌埠医科大学学报, 2023, 48(10): 1462-1464. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.029
    shu
    ZUO Lu-gen, ZHANG Zhen, WANG Qiu-sheng, GE Si-tang, LI Jing. Application of action-oriented method in clinical teaching of postgraduates with professional degree in surgery[J]. Journal of Bengbu Medical University, 2023, 48(10): 1462-1464. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.029
    Citation: ZUO Lu-gen, ZHANG Zhen, WANG Qiu-sheng, GE Si-tang, LI Jing. Application of action-oriented method in clinical teaching of postgraduates with professional degree in surgery[J]. Journal of Bengbu Medical University, 2023, 48(10): 1462-1464. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.029
    shu

    行动导向法教学在外科学专业型学位硕士研究生临床带教中的应用

    Application of action-oriented method in clinical teaching of postgraduates with professional degree in surgery

      摘要
    • 摘要:
      目的探讨行动导向法教学在外科学专业型学位硕士研究生临床带教中的应用效果, 为提高外科学专业型学位硕士研究生的临床带教质量提供参考。
      方法纳入在胃肠外科接受临床带教的51名外科学专业型学位硕士研究生, 随机分为观察组(26名)和对照组(25名), 分别采用行动导向法和传统教学法进行临床带教, 1月后进行临床带教效果评估和教学效果满意度调查。
      结果观察组学生理论笔试、病历书写、病例分析、技能操作及总分考核成绩均高于对照组(P < 0.05~P < 0.01), 观察组学生在学习兴趣、教学模式和实践能力培养方面的满意度评分以及总分均高于对照组(P < 0.01)。
      结论行动导向法教学模式可显著提升学生自主学习能力, 有效培养外科学专业型学位硕士研究生的临床思维, 可提高外科学专业型学位硕士研究生的临床培养效果。

       

      Abstract:
      ObjectiveTo explore the application effect of action-oriented method in clinical teaching of master's professional degree students majoring in surgery, and to provide reference for improving the quality of clinical teaching for master's professional degree students majoring in surgery.
      MethodsFifty-one master's professional degree students majoring in surgery who received clinical teaching in gastroenterology were randomly divided into an observation group (n=26) and a control group (n=25).Action-oriented and traditional teaching methods were used for clinical teaching, respectively.One month later, clinical teaching effectiveness evaluation and satisfaction survey of teaching effectiveness were conducted.
      ResultsThe students in the observation group achieved higher scores in theoretical written tests, medical record writing, case analysis, skill operations, and total scores than the control group (P < 0.05 to P < 0.01).The satisfaction scores and total scores of the observation group students in terms of learning interest, teaching mode, and practical ability cultivation were also higher than those of the control group (P < 0.01).
      ConclusionsThe action-oriented teaching model can significantly enhance students' self-learning ability, effectively cultivate the clinical thinking of master's professional degree students majoring in surgery, and improve the clinical training effect of surgical master's professional degree students majoring in surgery.

       

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