'Four-in-One’ Teaching Model Promotes the Effectiveness of Clinical Practice Teaching in Emergency Medicine
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摘要:
目的 探讨“四位一体”教学模式在急诊医学临床实践教学中的效果。 方法 选取昆明医科大学临床医学专业2022级200名学生为研究对象，分为传统模式教学组和新模式教学组，每组各100名，传统模式教学组采用传统教学方法，新模式教学组采用“四位一体”教学模式（即将传统的授课方式和PBL教学法有机结合，借助高仿真模拟人作为教学工具，网络平台作为载体）。课程结束后，对2组学生进行理论知识、实践能力考核来客观评价教学效果，通过发放问卷，调查学生对实践教学效果的主观评价及满意度，以及教师对学生临床能力进行评价。 结果 新模式教学组学生实践技能考核成绩显著优于传统模式教学组（P = 0.01），但2组间理论考核成绩差异无统计学意义（P = 0.67）；问卷调查结果显示，新模式教学组学生学习兴趣、知识整合能力及自主学习能力显著优于传统模式教学组（P < 0.01），但2组学生临床思维能力及交流沟通能力得分差异不具有统计学意义（P > 0.05）；教师对学生评价结果显示，新模式教学组学生文献检索能力显著优于传统模式教学组（P < 0.01），但两组学生间反应能力、分析能力及解决问题能力方面的得分差异不具有统计学意义。（P > 0.05） 结论 较传统教学模式，“四位一体”教学模式在提高学生实践操作能力、学习兴趣、知识整合能力、自主学习能进及文献检索能力等方面具有优势，提高急诊医学专业学生临床实践教学效果，能为急诊医学实践教学的模式改革及质量提高提供参考。 Abstract:Objective To explore the effectiveness of the "four-in-one" teaching model in clinical practice teaching of emergency medicine. Methods A total of 200 students from the Class of 2022 in the Clinical Medicine program at Kunming Medical University were selected as research subjects. They were divided into two groups: the traditional teaching group and the new teaching model group, each with 100 students. The traditional group received conventional teaching methods, while the new model group experienced the "four-in-one" teaching model, which organically combines traditional lecturing with PBL methods, utilizing high-fidelity simulators as teaching tools and online platforms as carriers. After the course concluded, both groups were assessed on their theoretical knowledge and practical skills to objectively evaluate the teaching effectiveness. A questionnaire was distributed to gauge students' subjective evaluations and satisfaction regarding the practical teaching outcomes, as well as teachers' assessments of students' clinical competencies. Results The students in the new teaching model group scored significantly better in practical skills assessments compared to those in the traditional model group（P = 0.01）, but there was no statistically significant difference in theoretical assessment scores between the two groups （P = 0.67）. Survey results showed that the new model group students had significantly higher interest in learning, ability to integrate knowledge, and self-directed learning skills than the traditional model students （P < 0.01）. However, there was no significant difference in clinical thinking and communication skills scores between the two groups. Teacher evaluations indicated that the new model students had significantly better literature search skills than those in the traditional model （P < 0.01）, but the differences in responsiveness, analytical skills, and problem-solving abilities between the two groups were not statistically significant. Conclusions Compared to traditional teaching methods, the "four-in-one" teaching model has advantages in enhancing students' practical skills, learning interest, knowledge integration ability, self-directed learning capabilities, and literature retrieval skills. It improves the clinical practice teaching effectiveness for emergency medicine students and can provide insights for the reform and quality enhancement of emergency medicine practice teaching models. -
Key words:
- Problem-oriented /
- Network platform /
- Emergency medicine /
- Practice teaching
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表 1 2组学生一般资料比较（$\bar x \pm s $）
Table 1. Comparison of demographic data between the two groups（$\bar x \pm s $）
组别 性别 n 年龄（岁） 摸底考核成绩（分） 传统模式教学组 男 43 20.12±0.46 74.32±10.28 女 57 新模式教学组 男 55 20.10±0.85 76.77±12.67 女 45 t/Z 1.70 0.21 1.50 P 0.09 0.84 0.13 
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表 2 2组学生考核成绩比较[（$\bar x \pm s $），分]
Table 2. Comparison of assessment results between 2 groups [（$\bar x \pm s $），points]
组别 n 理论考核成绩 实践考核成绩 传统模式教学组 100 92.78±12.37 81.23±16.79 新模式教学组 100 93.42±8.56 86.45±12.34 t − 0.43 2.50 P − 0.67 0.01* *P < 0.05。
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表 3 学生对课程质量评价比较（$\bar x \pm s $）
Table 3. Comparison of students' evaluations of course quality（$\bar x \pm s $）
项目 传统模式教学组 新模式教学组 t P 学习兴趣 3.89±0.57 4.2±0.25 4.98 <0.01* 知识整合能力 3.97±0.93 4.38±0.42 4.02 <0.01* 自主学习能力 4.12±0.45 4.36±0.56 3.34 <0.01* 临床思维能力 3.94±0.54 3.92±0.58 0.25 0.80 交流沟通能力 3.88±0.76 3.93±0.53 0.54 0.59 *P < 0.05。
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表 4 教师对2组学生能力评价比较（$\bar x \pm s $）
Table 4. Comparison of teachers' evaluation of two groups of students' ability（$\bar x \pm s $）
项目 传统模式教学组 新模式教学组 t P 反应能力 4.25±0.32 4.29±0.87 0.43 0.67 分析能力 3.97±0.18 4.08±0.72 1.48 0.14 文献检索能力 3.54±1.26 4.13±1.23 3.35 <0.01* 解决问题能力 3.39±1.34 3.72±1.88 1.43 0.15 *P < 0.05。
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