SCL整合教学法在本科生肾内科教学中的应用探索-以慢性肾衰竭为例

中华养生保健 ›› 2024, Vol. 42 ›› Issue (21): 78-81.

SCL整合教学法在本科生肾内科教学中的应用探索-以慢性肾衰竭为例

王宝栋^1,2, 何娟³, 张圆琳³, 严盘^1,2, 成瑶^1,2, 李梅^4,*

1.山西省人民医院肾内科,山西太原,030012;
2.山西医科大学第五临床医学院肾内科,山西太原,030012;
3.山西中医药大学中药与食品工程学院,山西太原,030619;
4.山西省中西医结合医院检验科,山西太原,030013

出版日期:2024-11-01 发布日期:2024-10-24
通讯作者: ^* 李梅, E-mail：13834015559@163.com。
作者简介:王宝栋（1983—）,男,汉族,籍贯：山西省晋中市,博士研究生,副主任医师,研究方向：肾内科基础、临床与教学。
基金资助:
山西省高等学校教学改革创新项目（J20230472）; 山西省人民医院教育教学改革项目（2023B010）; 山西省高等学校教学改革创新项目（J20230998）

Exploration of the Application of SCL Integrated Teaching Method in the Teaching of Nephrology to Undergraduate Students-an Example of Chronic Renal Failure

WANG Bao-dong^1,2, HE Juan³, ZHANG Yuan-lin³, YAN Pan^1,2, CHENG yao^1,2, LI Mei^4,*

1. Department of Nephrology, Shanxi Provincial People's Hospital, Taiyuan Shanxi 030012, China;
2. Department of Nephrology, The Fifth Clinical Medical College of Shanxi Medical University, Taiyuan Shanxi 030012, China;
3. College of Chinese Medicine and Food Engineering, Shanxi University of Chinese Medicine, Taiyuan Shanxi 030619, China;
4. Laboratory Department, Shanxi Provincial Integrated Chinese and Western Medicine Hospital, Taiyuan Shanxi 030013, China

Online:2024-11-01 Published:2024-10-24

摘要/Abstract

摘要： 目的分析SCL教学法应用于肾内科教学理论中的教学效果。方法随机整群抽取山西医科大学2022届临床五年制本科A班（观察组）和2021届临床五年制本科B班（对照组）学生作为研究对象。观察组36人采用SCL教学法,对照组32人采用传统授课。通过比较两组教学后的随堂考试成绩、综合应用能力、自主学习能力及教学满意度,以评估SCL整合教学法的教学效果。结果对比随堂考试成绩,观察组学生随堂考试成绩高于对照组,差异有统计学意义（P<0.05）;在学生综合能力、自主学习能力评分方面,观察组学生均高于对照组,差异有统计学意义（P<0.05）;观察组学生教学满意度各项评分,包括教学方式、课堂积极性、课堂氛围、学习效率、课堂目标实现度均高于对照组,差异有统计学意义（P<0.05）。结论 SCL整合教学法运用于肾内科的理论教学,可以促进学生自我学习与互相讨论相结合,激发学生的学习兴趣和注意力,提高学生的理论成绩和综合素养,获得较高的满意度。

关键词: SCL整合教学法, 肾内科学, 慢性肾衰竭, 教学效果

Abstract: Objective To analyse the application effect of SCL (Seminar-case learning) integrated teaching method in theory teaching in nephrology teaching. Methods Two classes of students were randomly selected from the clinical five-year undergraduate class A of the class of 2022 and the control class B of the class of 2021 of Shanxi Medical University as the observation group and the control group as the research subjects. SCL teaching method was used for 36 students in the observation group; 32 students in the control group were taught by traditional teaching. The teaching effect of SCL integrated teaching method was assessed by comparing the scores of follow-up exams, comprehensive application ability, independent learning ability and teaching satisfaction after teaching in the two groups. Results Comparative analysis showed that observation group students' mean post-test scores were higher than control group students' mean post-test scores, and this difference is statistically significant (P<0.05). The scores of students' comprehensive ability and independent learning ability in the observation group were higher than those in the control group, and the difference was statistically significant (P<0.05). All of the students' teaching satisfaction scores in the observation group, including teaching style, classroom motivation, classroom atmosphere, learning efficiency, and classroom goal achievement, were higher than those in the control group, and the difference was statistically significant (P<0.05). Conclusion SCL integrated teaching method used in the theory teaching of nephrology can promote the combination of students' independent learning and interactive learning, stimulate students' interest and attention to learning, improve students' theoretical performance and comprehensive literacy.

Key words: SCL integrated teaching method, nephrology, chronic renal failure, teaching effectiveness

中图分类号:

R446

王宝栋, 何娟, 张圆琳, 严盘, 成瑶, 李梅. SCL整合教学法在本科生肾内科教学中的应用探索-以慢性肾衰竭为例[J]. 中华养生保健, 2024, 42(21): 78-81.

WANG Bao-dong, HE Juan, ZHANG Yuan-lin, YAN Pan, CHENG yao, LI Mei. Exploration of the Application of SCL Integrated Teaching Method in the Teaching of Nephrology to Undergraduate Students-an Example of Chronic Renal Failure[J]. ZHONGHUA YANGSHENG BAOJIAN, 2024, 42(21): 78-81.

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