情景模拟教学法在内科临床思维与病例分析 授课中的应用

Application of Scenario Simulation Teaching Method in Clinical Thinking and Case Analysis Teaching of Internal Medicine

摘要: 目的：探索情景模拟教学法在内科临床思维教学中的实际应用，并评估情景模拟教学法的教学效果。方法：本研究选取在绍兴市人民医院学习的绍兴大学临床医学专业“2.5 + 2.5”学制的本科生为研究对象，其中214班的26名学生作为观察组，采用情景模拟教学法对内科临床思维与病例分析课程进行授课，211班的27名学生则作为对照组，采用传统教学方法进行授课，课程结束后比较两组学生的理论考核成绩，并使用问卷评估其教学满意度。结果：观察组学生采用情景模拟教学法后理论考核成绩为80.48 ± 6.74，高于对照组的76.72 ± 6.52，差异有统计学意义(P < 0.05)。在教学满意度方面，观察组学生对教学内容、教学方法、教学成果、整体收获的满意度评分均高于对照组，差异有统计学意义(P < 0.05)。结论：情景模拟教学法有助于提高临床医学生的成绩，并且提高了学生对教学满意度的评价，是一种值得应用推广的教学方法。

Abstract: Objective: To explore the practical application of scenario-based simulation teaching in clinical reasoning instruction within internal medicine and to evaluate its teaching effectiveness. Methods: This study selected undergraduate students enrolled in the “2.5 + 2.5” academic program of clinical medicine at Shaoxing University, undergoing training at Shaoxing People’s Hospital, as participants. Twenty-six students from Class 214 were assigned to the observation group and received instruction in clinical reasoning and pathological analysis in internal medicine through scenario-based simulation teaching. Meanwhile, twenty-seven students from Class 211 served as the control group and were taught using traditional teaching methods. After the course, the theoretical assessment scores of the two groups were compared, and teaching satisfaction was evaluated using questionnaires. Results: The theoretical assessment score of the observation group after implementing scenario-based simulation teaching was 80.48 ± 6.74, which was higher than that of the control group (76.72 ± 6.52), with a statistically significant difference (P < 0.05). Regarding teaching satisfaction, the observation group showed significantly higher satisfaction scores than the control group in the dimensions of teaching content, teaching method, teaching outcomes, and overall learning gains, with all differences being statistically significant (P < 0.05). Conclusion: The scenario-based simulation teaching method contributes to improving the academic performance of clinical medical students and enhances their evaluation of teaching satisfaction. It is a teaching approach worthy of application and promotion.