Research on application of problem-inquiry teaching based on STEAM concept in clinical internship training for neurology
10.3760/cma.j.cn116021-20240305-01893
- VernacularTitle:基于STEAM理念的问题探究式教学在神经内科临床实习教学中的应用研究
- Author:
Yanping ZHU
1
;
Ting ZHENG
;
Wenjuan LI
;
Yan ZHANG
;
Hongbin CAI
;
Bin LI
;
Dou BAI
;
Yi ZHANG
;
Jinmei LIU
Author Information
1. 兰州大学第二医院神经内科，兰州 730030
- Publication Type:Journal Article
- Keywords:
Department of neurology;
Clinical intern;
Science-technology-engineering-mathematics concept;
Problem-inquiry teaching
- From:
Chinese Journal of Medical Education Research
2024;23(12):1676-1679
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the impact of problem-inquiry teaching based on the concept of science-technology-engineering-arts-mathematics (STEAM) on the critical thinking and practical abilities of clinical interns in neurology.Methods:The 194 clinical interns majoring in clinical medicine and enrolled in 2020 were selected as subjects. The 98 interns from classes 1-4 were included in the traditional group with traditional teaching, and the 96 clinical interns from classes 5-8 were included in the teaching reform group with problem-inquiry teaching based on the STEAM concept. After the internship, the assessment scores (basic theoretical knowledge, professional theoretical knowledge, classroom performance), critical thinking, practical ability, and teaching satisfaction were compared between the two groups of interns.Results:The assessment scores of the teaching reform group [(40.97±3.26) for basic theoretical knowledge, (42.12±2.95) for professional theoretical knowledge, and (38.47±2.78) for classroom performance] were significantly higher than those of the traditional group [(38.14±3.07), (40.33±2.83), and (35.89±2.71)] (all P<0.05). After the internship, the California Critical Thinking Disposition Inventory-Chinese Version scores of both groups of clinical interns increased, and the score was higher in the teaching reform group than in the traditional group. The Leicester Assessment Package score (82.49±6.71), case writing score (85.63±5.34), and teaching satisfaction (91.67%) of the teaching reform group were significantly higher than those of the traditional group [(77.35±6.23), (82.57±5.12), and 79.59%] (all P<0.05). Conclusions:Problem-inquiry teaching based on the STEAM concept can improve the theoretical knowledge level of clinical interns in neurology, promote their active speaking, enhance their critical thinking and practical abilities, and increase teaching satisfaction.
