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曾艳, 陈彤, 孙相如, 范伏元.“名医进课堂”教学模式在《中医内科学》本科教学中的应用探究[J].湖南中医药大学学报英文版,2024,44(9):1704-1707.[Click to copy
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| “名医进课堂”教学模式在《中医内科学》本科教学中的应用探究 |
| 曾艳,陈彤,孙相如,范伏元 |
| (湖南中医药大学第一附属医院, 湖南 长沙 410007;湖南中医药大学, 湖南 长沙 410208) |
| 摘要: |
| 目的 探讨“名医进课堂”教学模式在《中医内科学》本科教学中的应用效果。方法 选择2022年2月至2024年3月湖南中医药大学2019 级中医五年制学生共173名为研究对象，随机分为试验组87名、对照组 86名。试验周期为2年，两组学生教师相同，上课的学时数及教学内容一致，教学内容均为中医内科学，教学形式均包含课堂授课和临床见习。试验组课堂授课时注重全国名中医的学术思想和临床经验讲解，选择名医的经典病例进行分析，并邀请全国名中医的学术经验继承人为学生授课；临床见习时结合全国名中医的学术思想和临床经验引导学生进行病例讨论分析。对照组采用常规的教学方式。通过统一命题考试、形成性评价和学生的调查问卷进行评价。结果 试验组学生统一命题考试成绩和形成性评价成绩显著高于对照组，差异有统计学意义（P＜0.05）。调查问卷结果显示，试验组学生对“名医进课堂”教学模式满意，对课程的满意度高于对照组，差异有统计学意义（P＜0.05）。结论 “名医进课堂”教学模式融入本科教学增加了学生对《中医内科学》课程的学习兴趣，提升了学生的临床思维能力，提高了学生解决临床实际问题的能力，提高了教学质量。 |
| 关键词: 《中医内科学》 名医进课堂 本科教学 教学模式 |
| DOI：10.3969/j.issn.1674-070X.2024.09.024 |
| Received:May 21, 2024 |
| 基金项目:湖南省普通高等学校教学改革研究立项项目（HNJG-20230555），湖南中医药大学教学改革项目（JG060）。 |
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| Exploration of the "renowned doctors into the classroom" teaching model in the undergraduate course of "TCM Internal Medicine" |
| ZENG Yan, CHEN Tong, SUN Xiangru, FAN Fuyuan |
| (The First Hospital of Hunan University of Chinese Medicine, Changsha, Hunan 410007, China;Hunan University of Chinese Medicine, Changsha, Hunan 410208, China) |
| Abstract: |
| Objective To assess how the teaching mode of "renowned doctors into the classroom" affects the undergraduate course of "TCM Internal Medicine". Methods A total of 173 students of the five-year TCM undergraduate program in Hunan University of Chinese Medicine participated from February 2022 to March 2024; they were randomly assigned to either an experimental group (n=87) or a control group (n=86). The experimental period is 2 years, with the same teachers for both groups of students, the same number of class hours, and consistent teaching content about TCM Internal Medicine, and the teaching methods include both classroom lectures and clinical internships. For the experimental group the national renowned TCM doctors' academical thoughts and clinical experiences, analysis of their classical case studies, as well as the teaching of the inheritors of the academic experience of national renowned TCM doctors have been highlighted; the academical thoughts and clinical experiences of national renowned TCM doctors were combined in the case analysis during clinical internships. For the control group, standard teaching approaches were followed. Evaluation was conducted through standardized examinations, formative evaluation, and student questionnaires. Results The scores of standardized examinations and formative evaluation in the experimental group are significantly higher than those in the control group, and the difference shows statistical significance (P＜0.05). The results of questionaries have shown that the students of the experimental group are satisfied with the model of "renowned doctors into the classroom" and the satisfaction degree is higher than that in the control group, and it has shown statistical significance. Conclusion The "renowned doctors into the classroom" teaching model in undergraduate courses has significantly boosted students' interest in "TCM Internal Medicine", as well as their clinical thinking and problem-solving skills in a clinical context. Consequently, this approach has led to an enhancement in teaching quality. |
| Key words: “TCM Internal Medicine” "renowned doctors into the classroom" undergraduate teaching teaching model |
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