情景模拟在病理生理学教学中的作用研究

Application of Scenario Simulation Teaching in the Improvement in Teaching of Pathophysiology

摘要: 目的：探讨情景模拟教学法在临床医学专业本科生病理生理学教学中的应用效果。方法：针对弥散性血管内凝血章节的内容，将2018级60名临床医学专业学生随机分为2组，实验组采用情景模拟教学法，对照组则采用传统教学法。课后通过对比两组同学的随堂测试成绩、期末考试成绩以及学生对授课方式的认可度，评价以上两种教学方法的效果。结果：在随堂测试、期末考试简答题和论述题上，实验组学生得分明显高于对照组学生，差异有统计学意义(P < 0.05)；而两组学生在期末考试总成绩、期末考试选择题两项得分无统计学差异(P > 0.05)。调查问卷显示，实验组的学生认为情景模拟教学法在提高学习效率，激发学习兴趣，加深重要知识印象以及提升综合能力的人数比明显高于对照组(P < 0.05)。结论：与传统教学法相比，情景模拟教学方法能够有效提高学习病理生理学效果，得到更多学生的认可，为今后临床课程的开展打好基础。

Abstract: Objective: To explore the application effect of scenario simulation teaching in pathophysiology teaching of clinical medicine undergraduates. Methods: According to the chapter of disseminated intravascular coagulation (DIC) in pathophysiology, a total of 60 students majored in clinical medicine in 2018 were divided into experimental group and control group, scenario simulation teaching was used in the experimental group, while traditional teaching in the other group. Finally, the effect of these two teaching methods was compared by classroom test, final exami-nation and the approval degree of students on teaching methods. Results: In classroom test, short- answers and discussion essays of the final examination, the score of the experimental group was higher than that of the control group, the difference was statistically significant (P < 0.05); In total score of final examination and single answer of the final examination, there was no statistically significant difference of the score between two groups (P > 0.05). Improving the learning efficiency of pathophysiology, inspiring learning interest, enhancing the impression of topics, increasing comprehensive ability in the experimental group was significantly higher than the control group; the differences were statistically significant (P < 0.05). Conclusion: Compared with the traditional teaching method, the scenario simulation teaching can effectively improve the learning effect of pathophysiology, get more recognition from students, and lay a solid foundation for the clinic learning.