Seminar教学在儿科学专业学位研究生临床实践教学中的应用与效果研究

Study on the Application and Effect of Seminar Teaching in Clinical Practice Teaching for Postgraduates Majoring in Pediatrics

摘要: 为满足儿科医疗服务需求，提升专业学位研究生临床实践与科研能力，本研究探讨Seminar教学法在儿科学专业学位研究生临床实践教学中的应用效果。选取大连医科大学附属第二医院同届儿科专业学位研究生，采用整群随机对照设计，以月度入科批次为整群单位进行随机分配并实施分配隐藏，随机分为实验组(24名，Seminar教学)与对照组(30名，传统教学)，培训周期1年。两组教学总时长、核心知识点覆盖、授课师资与考核安排完全匹配。比较两组理论成绩、客观结构化临床考试(OSCE)评分、文献检索与整合能力评分，并评估双轨反馈机制效果，采用G*Power 3.1进行事后统计效能分析。结果显示，实验组月度理论成绩、OSCE综合评分、文献检索与整合能力评分均显著高于对照组(P < 0.05或P < 0.001)；实验组课堂反馈解决率、教学满意度显著更高，师生认同度良好。表明Seminar教学法可有效提升儿科学专业学位研究生理论水平、临床技能与科研素养，优化教学互动与反馈，适合在儿科临床实践教学中推广应用。

Abstract: To meet the demand for pediatric medical services and improve the clinical practice and research abilities of professional-degree postgraduates, this study aimed to investigate the effect of Seminar teaching in clinical practice teaching for postgraduates majoring in pediatrics. Professional-degree postgraduates in pediatrics from the same session at the Second Affiliated Hospital of Dalian Medical University were randomly divided into an experimental group (n = 24, Seminar teaching) and a control group (n = 30, traditional teaching), with a one-year training period. Total teaching hours, core knowledge coverage, faculty and assessment arrangement were completely matched between the two groups. The theoretical scores, objective structured clinical examination (OSCE) scores, literature retrieval and interpretation abilities were compared between the two groups, and the effect of the dual-track feedback mechanism was evaluated. The results showed that the monthly theoretical score, comprehensive OSCE score, and literature retrieval and integration ability score in the experimental group were significantly higher than those in the control group (P < 0.05 or P < 0.001). The classroom feedback resolution rate and teaching satisfaction of the experimental group were also significantly higher, with good recognition from both teachers and students. Seminar teaching can effectively improve the theoretical level, clinical skills and scientific research literacy of pediatric professional-degree postgraduates, optimize teaching interaction and feedback, and is suitable for popularization in pediatric clinical practice teaching.