Abstract：Objective To discuss the application value of multi-mode teaching in anesthesia practice under the integrated medical mode.Methods A total of 170 medical students from 6 undergraduate classes of anesthesia in Shenyang Medical College from September 2017 to September 2019 (grade 2013 and 2014) were selected as the research objects.The random number table method was used to set up the research group (85 cases) and the control group (85 cases).The control group used traditional teaching methods,and the research group used multi-mode teaching methods.The scores of anesthesia technology examination at the end of the internship period were compared between the two groups,and the scores and satisfaction of self-efficacy scale,medical students′ autonomous learning ability evaluation scale and medical students′ interpersonal communication ability evaluation scale were compared.Results The scores of interns in the study group were higher than those in the control group,and the differences were statistically significant(P＜0.05).The scores of self-efficacy scale,self-learning ability evaluation scale and interpersonal communication ability evaluation scale of interns in the study group were higher than those in the control group,and the differences were statistically significant (P＜0.05).The satisfaction rate of interns in the study group was higher than that in the control group,and the difference was statistically significant (P＜0.05).Conclusion Compared with the traditional teaching methods,multi-mode teaching can effectively improve the students′ self-efficacy and learning ability,so as to improve the learning efficiency and strengthen the mastery of anesthesia related curriculum knowledge.
任囝囡； 孙晓峰； 王宇恒； 马涛. 整合医学模式下多模式教学在麻醉实习中的应用效果[J]. 中国当代医药, 2022, 29(3): 157-160.
REN Nannan； SUN Xiaofeng； WANG Yuheng； MA Tao. Application of multi-mode teaching in anesthesia practice under integrated medical mode. 中国当代医药, 2022, 29(3): 157-160.
Thahim K.Problem-based learning：A critical review of its educational objectives and rationale for its implementation in higher education institutes of Pakistan[J].JPMA，2020，70（7）：1117-1118.
[3]
Grover S，Garg B，Sood N.Introduction of case-based learning aided by WhatsApp messenger in pathology teaching for medical students[J].JPM，2020，66（1）：161-165.
Villa KR，Sprunger TL，Walton AM，et al.Inter-Rater Reliability of a Clinical Documentation Rubric within Pharmacotherapy Problem-Based Learning Courses[J].AJPE，2020，84（4）：62-65.
[10]
Armstrong D，Murck B，Poe JC.Service Learning Opportunity for Undergraduate Science Students：Integrating Problem-Based Learning in the High School Science Curriculum[J].JCE，2021，98（4）：1275-1282.
Salinitri FD，Lobkovich AM，Crabtree BL，et al.Reliability and Validity of a Checklist to Evaluate Student Performance in a Problem-Based Learning Group[J].AJPE，2019，83（8）：193-195.
[13]
Bos D.Use of problem based learning activity to improve attitudes regarding inter-professional collaborative teamwork in mental health nursing students：An evaluation study-ScienceDirect[J].NEP，2020，50（19）：174-178.
京公网安备 11010502046607号