讨论式教学和传统教学在肾脏内科病理教学中的效果研究(1)
摘 要：目的 比較讨论式教学与传统教学在肾脏内科病理教学中的应用效果。方法 选择2017年1月～6月肾脏内科病理培训生100名，根据教学方法不同分为对照组和观察组，各50例。对照组采用传统教学方法，观察组采用讨论式教学，两组均教学3个月。采用医院自拟测评试卷对两组学生学习兴趣、自主学习能力、病理分析能力、知识理解能力、合作协作能力及课堂活跃程度对教学质量进行评估，比较两组教学效果。结果 教学后，观察组学生学习兴趣(18.32±0.96)分、自主学习能力(18.05±0.85)分、病理分析能力(18.77±0.94)分、知识理解能力(18.13±0.83)分、合作协作能力(19.00±0.75)分及课堂活跃程度(19.32±0.58)分，均高于对照组，差异有统计学意义(P<0.05)；观察组教学满意度为94.00%，高于的对照组84.00%，差异有统计学意义(P<0.05)。结论 讨论式教学在肾脏内科病理教学中有助于提高教学质量及教学满意度，值得应用。
关键词：论式教学；肾脏内科；病理教学；教学质量；传统教学
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中图分类号：G642 文献标识码：A DOI：10.3969/j.issn.1006-1959.2018.15.006
文章编号：1006-1959(2018)15-0012-02
Study on the Effect of Discussion-based Teaching and Traditional Teaching in Pathology Teaching of Kidney Medicine
ZHANG Guo-yan1，LIU Yan-shu1，SUI Hong-yu2
(1.Department of Nephrology，the First Affiliated Hospital of Jiamusi University，Jiamusi 154003，Heilongjiang，China；
, 百拇医药
2.Department of Physiology，School of Basic Medical Sciences，Jiamusi University，Jiamusi 154007，Heilongjiang，China)
Abstract：Objective To compare the application effects of discussion-based teaching and traditional teaching in pathology teaching in kidney medicine.Methods From January to June 2017，100 renal pathology trainees were selected.According to different teaching methods，they were divided into control group and observation group，50 cases each.The control group used traditional teaching methods，the observation group used discussion-based teaching，and both groups were taught for 3 months.The teaching quality of the two groups was evaluated by using the hospital self-designed test paper to evaluate the learning interest，autonomous learning ability，pathological analysis ability，knowledge understanding ability，cooperation ability and classroom active degree of the two groups of students，and compared the teaching effect between the two groups.Results After teaching，the observation group students' interest in learning(18.32±0.96)points，self-learning ability(18.05±0.85)points，pathological analysis ability(18.77±0.94)points knowledge understanding ability(18.13±0.83)points，cooperation ability(19.00±0.75)points and classroom active degree(19.32±0.58)points were higher than the control group，the difference was statistically significant(P<0.05)；the observation group teaching satisfaction was 94.00%，higher than the control group 84.00%，the difference was statistically significant(P<0.05).Conclusion Discussion teaching is helpful in improving the quality of teaching and teaching satisfaction in the pathology teaching of kidney medicine.It is worthy of application., http://www.100md.com(张国艳 刘艳姝 隋洪玉)
关键词：论式教学；肾脏内科；病理教学；教学质量；传统教学
, http://www.100md.com
中图分类号：G642 文献标识码：A DOI：10.3969/j.issn.1006-1959.2018.15.006
文章编号：1006-1959(2018)15-0012-02
Study on the Effect of Discussion-based Teaching and Traditional Teaching in Pathology Teaching of Kidney Medicine
ZHANG Guo-yan1，LIU Yan-shu1，SUI Hong-yu2
(1.Department of Nephrology，the First Affiliated Hospital of Jiamusi University，Jiamusi 154003，Heilongjiang，China；
, 百拇医药
2.Department of Physiology，School of Basic Medical Sciences，Jiamusi University，Jiamusi 154007，Heilongjiang，China)
Abstract：Objective To compare the application effects of discussion-based teaching and traditional teaching in pathology teaching in kidney medicine.Methods From January to June 2017，100 renal pathology trainees were selected.According to different teaching methods，they were divided into control group and observation group，50 cases each.The control group used traditional teaching methods，the observation group used discussion-based teaching，and both groups were taught for 3 months.The teaching quality of the two groups was evaluated by using the hospital self-designed test paper to evaluate the learning interest，autonomous learning ability，pathological analysis ability，knowledge understanding ability，cooperation ability and classroom active degree of the two groups of students，and compared the teaching effect between the two groups.Results After teaching，the observation group students' interest in learning(18.32±0.96)points，self-learning ability(18.05±0.85)points，pathological analysis ability(18.77±0.94)points knowledge understanding ability(18.13±0.83)points，cooperation ability(19.00±0.75)points and classroom active degree(19.32±0.58)points were higher than the control group，the difference was statistically significant(P<0.05)；the observation group teaching satisfaction was 94.00%，higher than the control group 84.00%，the difference was statistically significant(P<0.05).Conclusion Discussion teaching is helpful in improving the quality of teaching and teaching satisfaction in the pathology teaching of kidney medicine.It is worthy of application., http://www.100md.com(张国艳 刘艳姝 隋洪玉)