Application of double-line mixed teaching in the teaching of medical students in the practice of department of surgical oncology
10.3760/cma.j.cn116021-20200806-00818
- VernacularTitle:双线混合教学在肿瘤外科医学生实习教学中的应用研究
- Author:
Chunfeng LI
1
;
Yingwei XUE
;
Man LI
;
Yanfeng LI
;
Yimin WANG
Author Information
1. 哈尔滨医科大学附属肿瘤医院胃肠外科一病房,哈尔滨 150081
- Keywords:
Double-line mixed teaching;
Department of surgical oncology;
Medical student
- From:
Chinese Journal of Medical Education Research
2022;21(4):426-429
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To construct a double-line mixed teaching mode and to explore its application effect on the practice teaching of medical students in the department of surgical oncology.Methods:A total of 80 clinical medicine students were selected and randomly divided into a routine group and a research group, with 40 students in each group. The routine group implemented regular teaching, and the research group developed "double-line mixed teaching" mode. After teaching, the students' theoretical and practical skills assessment results, changes in medical students' abilities and their satisfaction with teaching were compared between the two groups. SPSS 19.0 was used for t test and chi-square test. Results:The theoretical and practical skill assessment scores of the research group were significantly higher than those of the routine group [(91.59±3.65) score vs. (84.67±4.34) scores, (86.05±4.16) scores vs. (74.73± 4.69) scores] ( P<0.05). The scores of medical humanistic spirit, clinical thinking ability, scientific research thinking ability, critical thinking and innovation ability of the two groups after teaching were all higher than those before teaching, and the above-mentioned ability scores of the research group were all higher than those of the routine group after teaching ( P<0.05). The satisfaction rates of the students in the research group regarding teaching content and form, improving self-study ability, strengthening understanding and mastering of knowledge, deepening practical experience, and improving collaboration ability were all higher than those of students in the routine group (87.50% vs. 67.50%; 82.50% vs. 60.00%; 90.00% vs. 67.50%; 92.50% vs. 75.00%; 95.00% vs. 77.50%), and the differences were statistically significant ( P<0.05). Conclusion:Constructing double-line mixed teaching mode in the practice teaching of medical students in the department of surgical oncology can improve the performance of theoretical and practical skills assessment, as well as improve the various abilities of medical students, and can obtain high satisfaction with the teaching mode.
