中国卫生产业HEALTH EDUCATION 卫生教育[基金项目]2012年国家临床重点专科建设项目(2012650);泰山学者建设工程专项经费项目(ts20130911);山东省医药卫生重点实验室(鲁卫科教国合字[2013]49号)。[作者简介]张帅(1981-),男,山东济南人,硕士,主治医师,研究方向:急诊、中毒、重症。[通讯作者]菅向东(1968-),男,山东济南人,博士,主任医师,研究方向:急诊、中毒,E-mail:159********@163.com。《急诊与灾难医学》[1]是一门关于处理突发状况的学科,包括各种突发症状的急症处理、急危重症的抢救、理化因素损伤救治及灾难救援等内容,是一门临床实践性较强的学科。以往的教学模式采用的老师示范-学生学习的方法,严肃的环境和枯燥的过程易使学生学习效率下降,失去主动学习的能力。情景案例-任务驱动教学法则将教学过程应用临床案例有效序贯起来,并设置相关的教学任务将理论知识演化为直观的内容,引导学生对专业知识进行探索,加深对教学内容的理解。学生通过角色扮演,模拟就诊及完成任务的方法,将教与学巧妙地结合起来,取得了良好的教学效果,现报道如下。1对象与方法1.1研究对象以济宁医学院2014级五年制本科临床医学专业二个班级,学生共85名为研究对象。其中女生44名,男生41名,年龄在19~21岁,课程共计46学时。实行分班制DOI:10.16659/j.cnki.1672-5654.2018.28.152情景案例-任务驱动教学法在急诊与灾难医学临床教学中的应用张帅1,张哲1,张媛媛1,马萌1,菅向东21.山东省济南市章丘区人民医院,山东济南250000;2.山东大学齐鲁医院,山东济南250000[摘要]目的探讨“情景案例-任务驱动教学法”在《急诊与灾难医学》临床教学中的应用效果。方法以济宁医学院2014级五年制本科临床专业2个班级,学生共计85名,实行分班制管理,将一班学生42名设为对照组,给予常规教学模式。二班学生43名设为研究组,选取急诊常见案例将授课内容序贯起来并设置教学任务,锻练学生的临床思维和突发事件的处理能力。学期结束时对两组学生进行理论知识及操作技能考核,同时发放调查表反馈学生的满意程度。结果研究组学生在理论知识与技能考核中的成绩均高于对照组学生,差异有统计学意义(P <0.05)。研究组学生对该教学形式非常满意。结论实践验证情景案例-任务驱动教学法能有效提高学生的学习兴趣和效果,受到医学生的一致好评。[关键词]《急诊与灾难医学》教学;情景案例;任务驱动教学法[中图分类号]R129[文献标识码]A [文章编号]1672-5654(2018)10(a)-0152-02Application of Scenario Case-task Driver Teaching Method in the Emergen⁃cy and Disaster Medical Clinical TeachingZHA NG Shuai 1,ZHA NG Zhe 1,ZHA NG Yuan-yuan 1,MA Meng 1,JIA N Xiang-dong 21.Jinan Zhangqiu District People’s Hospital,Jinan,Shandong Province,250000China;2.Qilu Hospital of Shandong Univer⁃sity,Jinan,Shandong Province,250000China [Abstract]Objective To study the application effect of scenario case-task driver teaching method in the emergency and disaster medical clinical teaching.Methods 85students in two classes of clinical major in five system in 2014in Jining Medical College was selected,and divided into two groups with 42cases in each,the control group with 42cases used the routine teaching model,while the research group with 43cases selected the common emergency cases to set the teaching task thus training the students’clinical thinking and sudden events handling abilities,at the end of the semester,the theo⁃retical knowledge and operation skill of the two groups were examined,and the satisfactory degree of students was feedback by issuing the questionnaire.Results The theoretical knowledge and skill examination score in the research group were higher than those in the control group,and the differences were statistically significant(P <0.05),and the students in the re⁃search group were very satisfied with the teaching method.Conclusion The practice proves that the scenario case-task driv⁃er teaching method can effectively improve the students’learning interest and effect,and it is well recognized by the medi⁃cal students.[Key words]Emergency and disaster medicine teaching;Scenario case;Task driver teaching 152
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