Effect analysis of medical students' inquiry SP teaching and traditional teaching based on phased examination of practicing physicians
10.3760/cma.j.cn116021-20210311-01417
- VernacularTitle:基于执业医师分阶段考试的医学生问诊SP教学与传统教学的效果分析
- Author:
Wenjun PENG
1
;
Huilian YANG
;
Hongru CHEN
;
Qihui YANG
;
Shuaixian TAO
;
Deping CAO
Author Information
1. 青海大学临床医学院，西宁 810001
- Keywords:
Phased examination of practicing physicians;
Standardized patient;
Tradition;
Teaching effect;
Analysis
- From:
Chinese Journal of Medical Education Research
2023;22(9):1351-1355
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of traditional teaching and standardized patient (SP) teaching in medical students' inquiry teaching through the phased examination results of practicing physicians.Methods:A total of 107 students from Class 1 and Class 2 of Batch 2013 majoring in clinical medicine of Qinghai University were selected as the control group, and 100 students from Class 1 and Class 2 of Batch 2014 were selected as the experimental group. In the inquiry teaching, the control group adopted the traditional teaching method, and the experimental group adopted the SP teaching method. The effect of the two groups of teaching methods was compared by collecting the scores of the medical history of the medical practitioners in the phased examination. SPSS 18.0 was used for t-test. Results:The scores of current medical history (81.43±8.19), case collection (8.19±0.70), inquiry content (47.63±4.55), examiner's total score (73.75±5.21), and total score (91.93±5.67) in the experimental group were higher than those in the control group [(71.65±8.29) (7.85±0.68) (43.68±4.76) (69.68±5.40) and (88.03±6.01)] and the difference was statistically significant ( P<0.001). The scores of communication ability (8.94±0.62) question expression (4.54±0.44) and communication skills (4.52±0.47) in the comprehensive performance of the control group were higher than those in the experimental group [(8.77±0.60) (4.33±0.54) and (4.38±0.46), respectively], and the difference was statistically significant ( P<0.05). Conclusion:The overall teaching effect of the SP teaching is better than that of the traditional teaching, but it has its own advantages and disadvantages in specific knowledge points. It is worth further discussion to combine the two to complement the advantages and complement each other to assist medical education.
