医学留学生对妇产科临床技能“情景再现”教学法的评价——浅谈对国外医学教育的一些思考

Evaluation of the “Scene Reenactment” Teaching Method for Clinical Skills in Obstetrics and Gynecology by International Medical Students—Some Reflections on Foreign Medical Education

摘要: 目的：本研究探讨相较于传统教学法，在妇产科临床技能课程中引进“情景教学法”后，医学留学生的参与热情及对教师的评价比较。方法：选取成绩基线相同的两组学生，均为在天津医科大学就读本科医学的留学生。A组65名学生，B组72名学生。两组学生的平时考试成绩无显著差异。A组采用传统教学模式，即先复习理论知识，再进行模型操作，最后给予学生练习时间，并由教师回答学生提出的问题。教学完毕，请同学对带教教师匿名打分。B组采用“情景再现”沉浸式教学模式，即设定特定场景，如新生儿窒息场景，还原临床中遇到实际场景时医护人员的反应及操作流程。并在场景演示结束后，对需要注意的细节加以强调。后续步骤同组A。结果：B组学生参与热情较高，提问频率高于A组。A组医学留学生对教师的评分低于B组，差异具有统计学意义。结论：“情景再现”教育模式可以调动技能操作课学生的参与热情，值得尝试及适当推广。

Abstract: Objective: This study explores the enthusiasm of international medical students’ participation and their evaluation of teachers after the introduction of the “scenario-based teaching method” in the clinical skills course of obstetrics and gynecology, as compared with the traditional teaching method. Methods: Two groups of students with the same performance baseline were selected. All of them were international undergraduate medical students studying at Tianjin Medical University. There were 65 students in Group A and 72 students in Group B. There was no significant difference in the usual test scores of the two groups of students. Group A adopted the traditional teaching mode, that is, first review theoretical knowledge, then conduct model operation, finally give students practice time and answer the questions raised by students. After the teaching, students were asked to score the teaching teachers anonymously. Group B adopted the “scene reenactment” immersive teaching mode, that is, set specific scenarios, such as neonatal asphyxia scene, to restore the reactions and operation procedures of medical staff in actual clinical scenarios. And after the scene demonstration, the details that need attention were emphasized. The subsequent steps were the same as those of Group A. Results: The students in Group B had a higher enthusiasm for participation, and their question-asking frequency was higher than that of Group A. The scores given by international medical students in Group A to teachers were lower than those in Group B, and the difference was statistically significant. Conclusion: The “scene reenactment” education mode can arouse the enthusiasm of students’ participation in skill operation courses, and it is worthy of being tried and gradually popularized.