论文部分内容阅读
目的:探讨角色扮演教学法在临床医学专业(bachelor of medicine & bachelor of surgery，MBBS)留学生老年医学临床教学中的应用。方法:本研究采用试验对照方法。选取昆明医科大学2014级六年制49名MBBS留学生为研究对象，将其随机分为试验组24人和对照组25人，试验组采用全英文标准化病人(English standardized patients，ESP)的角色扮演教学法进行授课，对照组采用传统教学方法进行授课，采用期末理论考试成绩和问卷调查的形式对两种教学方法进行评估。结果:两组MBBS留学生期末理论考试成绩差异无统计学意义[(81.43±1.43)分比(81.25±1.25)分，n P＝0.91]，但试验组MBBS留学生问卷小测验成绩明显高于对照组MBBS留学生，其差异有统计学意义[(6.71±0.71)分比(5.39±0.39)分，n P<0.01]。对教学满意度评价，试验组MBBS留学生满意率之和[ 87.5%(21/25)]高于对照组MBBS留学生[82.6%(19/24)]，其差异无统计学意义(n χ2＝2.909，n P＝0.573)。n 结论:采用ESP方式的角色扮演教学法在MBBS留学生老年医学教学中取得了良好的教学效果。“,”Objective:To explore the application of role-playing method in clinical teaching of geriatric medicine in MBBS(bachelor of medicine & bachelor of surgery).Methods:Using the experiment control study. The totally 49 MBBS students from Kunming Medical University as the research object, they were randomly divided into experimental group (n n=25) and control group (n n=24), the experimental group adopts full English standardized patients (ESP) of role-playing teaching method in teaching, the control group using traditional teaching method of teaching, the theory achievement final exam and the form of a questionnaire to evaluate two kinds of teaching methods.n Results:There was no difference in the theoretical scores between the two groups [(81.43±1.43)vs(81.25±1.25), n P=0.91], while the experimental group in the post-class questionnaire was better than the control group, and the difference was statistically significant [(6.71±0.71) vs (5.39±0.39), n P<0.01]. The evaluation of teaching satisfaction and the satisfaction rate sum of the experimental group [87.5%(21/25)] were higher than the control group [82.6%(19/24)], with no statistically significant difference(χn 2=2.909, n P=0.573).n Conclusions:The role-play method used ESP to assisted clinical teaching, so it is an teaching pathway in Geriatrics training for MBBS students.