Objective:To investigate the application and effectiveness of the scaffolding teaching method in improving the teaching effect of septic shock and cultivating learning interest among medical students.Methods:A total of 52 medical students participating in intensive care internship were randomly divided into traditional teaching group and scaffolding teaching group,with 26 students in each group. The students in the traditional teaching group received traditional teaching,while those in the scaffolding teaching group received scaffolding teaching; assessments were performed in both groups. The two groups were compared in terms of theoretical assessment score,case assessment score,and degree of satisfaction with teaching. SPSS 25.0 was used to perform the t-test and the chi-square test. Results:There was no significant difference in theoretical assessment score at the time of department enrollment between the two groups [(5.31±1.05) vs. (5.35±0.94), P=0.890]. Compared with the traditional teaching group,the scaffolding teaching group had significantly higher scores in theoretical assessment [(7.19±1.17) vs. (6.39±1.20), P=0.017],specialized physical examination in case assessment [(7.15±0.66) vs. (6.29±0.59), P<0.001],and diagnosis and treatment regimen [(7.58±0.66) vs. (6.83±0.60), P<0.001],as well as significantly more interest in critical care medicine ( χ2=4.59, P=0.032). Conclusions:In the teaching process of the diagnosis and treatment of septic shock,building various types of scaffolds based on the basic knowledge of students can stimulate their interest and improve teaching effectiveness,which holds promise for further application in critical care medicine teaching.

Objective:To investigate the application and effectiveness of the scaffolding teaching method in improving the teaching effect of septic shock and cultivating learning interest among medical students.Methods:A total of 52 medical students participating in intensive care internship were randomly divided into traditional teaching group and scaffolding teaching group,with 26 students in each group. The students in the traditional teaching group received traditional teaching,while those in the scaffolding teaching group received scaffolding teaching; assessments were performed in both groups. The two groups were compared in terms of theoretical assessment score,case assessment score,and degree of satisfaction with teaching. SPSS 25.0 was used to perform the t-test and the chi-square test. Results:There was no significant difference in theoretical assessment score at the time of department enrollment between the two groups [(5.31±1.05) vs. (5.35±0.94), P=0.890]. Compared with the traditional teaching group,the scaffolding teaching group had significantly higher scores in theoretical assessment [(7.19±1.17) vs. (6.39±1.20), P=0.017],specialized physical examination in case assessment [(7.15±0.66) vs. (6.29±0.59), P<0.001],and diagnosis and treatment regimen [(7.58±0.66) vs. (6.83±0.60), P<0.001],as well as significantly more interest in critical care medicine ( χ2=4.59, P=0.032). Conclusions:In the teaching process of the diagnosis and treatment of septic shock,building various types of scaffolds based on the basic knowledge of students can stimulate their interest and improve teaching effectiveness,which holds promise for further application in critical care medicine teaching.