Application of micro-lesson-based exploratory teaching model in postgraduate emergency clinical teaching / 中华医学教育探索杂志

ABSTRACT

Objective:To explore the application of micro-lesson-based exploratory teaching in postgraduate emergency clinical teaching.Methods:A total of 48 intern graduate students in the Emergency Department of Shengjing Hospital affiliated to China Medical University from January 2019 to December 2019 were selected as the research objects. According to the admission time, they were divided into observation group (28 cases) and control group (20 cases). The control group used traditional teaching. The observation group adopted exploratory teaching based on micro-classes. Theoretical and practical operating ability, basic clinical quality and clinical thinking ability, as well as the evaluation of teaching effect and the satisfaction with teaching method and teaching quality were compared between the two groups. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical and practical performance scores of the observation group improved more than those of the control group ( P<0.05). The basic clinical quality and clinical thinking ability scores of the observation group improved more than those of the control group ( P<0.05). The improvement of the observation group's learning interest, learning efficiency, autonomous learning ability and comprehension memory scores was greater than that of the control group ( P<0.05). The observation group's satisfaction with teaching methods and teaching effects was significantly higher than that of the control group ( P<0.05). Conclusion:The use of micro-class-based exploratory teaching in postgraduate emergency clinical teaching can enrich students' theoretical knowledge, increase their learning motivation and interest in learning, and improve their practical ability, basic clinical quality and clinical thinking ability, which is a teaching method worth promoting.