基础医学与临床 ›› 2015, Vol. 35 ›› Issue (12): 1722-1725.

• 医学教育 • 上一篇    下一篇

?医学基础课程第二课堂教学效果的比较

李中嘉1,聂伟1,赵丽2,张伟1,李俊发1,罗艳琳1   

  1. 1. 首都医科大学
    2. 首都医科大学 北京脑重大疾病研究院
  • 收稿日期:2015-04-10 修回日期:2015-06-01 出版日期:2015-12-05 发布日期:2015-12-04
  • 通讯作者: 罗艳琳 E-mail:luoyl@ccmu.edu.cn
  • 基金资助:
    首都医科大学校长研究基金

The comparison on teaching effects of second class teaching in basic medical courses

  • Received:2015-04-10 Revised:2015-06-01 Online:2015-12-05 Published:2015-12-04

摘要: 目的 探讨医学基础课程第二课堂教学效果。方法 自行设计《医学基础课程第二课堂教学评价问卷(学生版)》,曾参加医学基础课程第二课堂的85名学生(21~23岁)分3组:基础医学组(A组, 23人)、七年制临床医学组(B组, 22人)及五年制临床医学组(C组, 40人),接受问卷调查。结果 对老师评价中,A、C组学生对老师“指导作用”(90.3±2.6; 89.5±3.7)的评价较B组(82.7±13.6)高(P<0.05)。在学生收获方面,B组学生在“确定研究方向”(90.0±5.7)的收获比A组(84.3±8.0)和C组(87.8±8.4)高(P<0.05);C组学生在“搜集资料”(91.3±7.3)、“交流评价与表达能力”(88.5±7.9)方面收获较A组(80.9±7.9,83.3±7.8)和B组(82.7±17.0,86.4±7.6)高(P<0.05)。结论 学生对第二课堂教学效果整体评价较高;学生在独立科研能力及沟通能力等方面有较大收获;参与第二课堂科学研究程度越深,收获越大。

关键词: 医学基础课程, 第二课堂, 教学效果, 科学研究

Abstract: Objective To investigate the teaching effects of second class teaching in basic medical courses. Methods 85 undergraduate students from Capital Medical University who involved in second class teaching (21~23 years old) participated in this study and were divided into 3 groups: the students from the basic medical science (Group A, n=23), the students from the 7-year clinical medicine (Group B, n=22) and the students from the 5-year clinical medicine (Group C, n=40). The interviewees were asked to finish The Questionnaire of Teaching Effects of Second Class Teaching in Basic Medical Courses (for students). Results As for the evaluation of students for the teachers teaching, the students of group A (90.3±2.6) and C (89.5±3.7) were more satisfied with ‘the teachers’ guiding’ than that of group B (82.7±13.6) (P<0.05). For students’ achievement, group B obtained more in ‘selecting research project’ (90.0±5.7) than group A (84.3±8.0) and group C (87.8±8.4)(P<0.05). While group C obtained more in ‘collecting materials’ (91.3±7.3) than group A(80.9±7.9) and group B(82.7±17.0) (P<0.05), and their ‘ability of communication and expression’ (88.5±7.9) was improved more than the other two groups (group A:83.3±7.8; group B:86.4±7.6) (P<0.05). Conclusion Students were satisfied with the second class teaching overall; students became more independence in science research and got promoted in communication during this process. The more they participated in science research, the more they could benefit from it.

Key words: basic medical courses, second class teaching, teaching effects, science researches

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