Seminar教学法在复合手术治疗复杂脑血管病临床教学中的应用

目的 探讨Seminar教学法在复合手术治疗复杂脑血管病临床教学中的应用价值.方法 选择30例神经外科脑血管病专业进修医师,随机分为实验组和对照组.实验组采用Seminar教学法,对照组采用传统的教学法.进修学习复合手术技术后以理论考试、操作考试和自我评定进行综合比较.结果 实验组病例分析考试成绩较对照组高[（84.13±7.29）分vs（79.00±4.97）分,P=0.032）].实验组病情分析能力[（1.60±0.51）vs（1.13±0.64）,P=0.043]、多学科协作能力[（1.53±0.52）vs（1.07±0.59）,P=0.035]和复合手术胜任能力[（1.47±0.51）...

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Published in中国卒中杂志 Vol. 12; no. 9; pp. 874 - 876
Main Author 张谦;葛培聪;张东;王嵘;张岩;王硕;赵元立;赵继宗
Format Journal Article
LanguageChinese
Published 100050 北京 首都医科大学附属北京天坛医院神经外科,首都医科大学附属北京天坛医院脑血管病中心,国家神经系统疾病临床研究中心 2017
Subjects
Seminar教学法
临床教学
复合手术
脑血管病
Seminar教学法
Seminar teaching
Hybrid operation
脑血管病
Clinical teaching
复合手术
Cerebrovascular disease
临床教学
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ISSN1673-5765
DOI10.3969/j.issn.1673-5765.2017.09.025

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Summary:目的 探讨Seminar教学法在复合手术治疗复杂脑血管病临床教学中的应用价值.方法 选择30例神经外科脑血管病专业进修医师,随机分为实验组和对照组.实验组采用Seminar教学法,对照组采用传统的教学法.进修学习复合手术技术后以理论考试、操作考试和自我评定进行综合比较.结果 实验组病例分析考试成绩较对照组高[（84.13±7.29）分vs（79.00±4.97）分,P=0.032）].实验组病情分析能力[（1.60±0.51）vs（1.13±0.64）,P=0.043]、多学科协作能力[（1.53±0.52）vs（1.07±0.59）,P=0.035]和复合手术胜任能力[（1.47±0.51）vs（0.93±0.70）,P=0.034]自我评定结果显著优于对照组（P＜0.05）,两组操作考试和临床操作能力自我评定结果差异无显著性（P＞0.05）.结论 Seminar教学法适用于复合手术治疗复杂脑血管病临床教学,有助于培养进修医师的病例分析、多学科协作和复合手术胜任能力.
Bibliography:11-5434/R
Objective To explore the value of seminar teaching method in clinical teaching of management of complex cerebrovascular disease with hybrid operation. Methods Thirty trainee doctors in neurosurgical department at Beijing Tiantan Hospital were randomized into seminar method and traditional lecture-based learning （LBL） groups. After the course entitled ＂management of complex cerebrovascular disease with hybrid operation＂, case analysis and clinical operating skill examinations and self-evaluation questionnaire were performed. Results The seminar method group achieved a higher score than the LBL group for case analysis test [（84.13±7.29） vs （79.00±4.97）, P=0.032）]. Moreover, self-evaluation of case analysis ability [（1.60±0.51） vs （1.13±0.64）, P=0.043], multidisciplinary collaboration ability [（1.53±0.52） vs （1.07±0.59）, P=0.035] and competence for hybrid operation [（1.47±0.51） vs （0.93±0.70）, P=0.034] in seminar teaching method group were much better than those of the traditional teaching group. Clinic
ISSN:1673-5765
DOI:10.3969/j.issn.1673-5765.2017.09.025