多元化教学模式在医学高等专科学校药理学课程教学中的应用

摘要

目的：评价多元化教学模式在医学高等专科学校药理学课程中的教学效果。方法选择郑州澍青医学高等专科学校2012级临床医学专业学生和2012级护理学专业学生作为研究对象，从临床医学班中取两个，将其作为临床实验班和临床对照班，另相应地取两个护理班随机分为护理实验班和护理对照班。药理学课程教学中实验班采用多元化教学模式，对照班实行传统的教学模式。药理学课程教学结束后，通过考试成绩和调查问卷，评价多元化教学模式的教学效果。结果临床医学实验班药理学总评成绩为(81.9±9.4)分，临床医学对照班药理学总评成绩为(74.7±9.7)分，护理学实验班药理学总评成绩为(82.5±8.1)分，护理学对照班药理学总评成绩为(74.0±11.3)分，临床医学实验班和护理学实验班学生药理学总评成绩明显高于相应的对照班(均P<0.01)。问卷调查显示，临床医学实验班和护理学实验班学生综合能力包括药理学知识掌握程度、沟通和交流能力、检索资料的能力、分析和解决问题的能力、自我学习和个人发展能力、互相协作和团队精神均优于相应的对照班(均P<0.01)。结论医学高等专科学校药理学课程教学中采用多元化教学模式有助于学生药理学学习成绩和综合能力的提高。%Objective To evaluate the teaching effect of the diversified teaching mode on pharmacology in medical college. Methods The research objects were selected from 2012 students of clinical medicine and 2012 students of nursing in Shuqing Medical College. Two clinical classes were divided into the clinical experiment class and the clini-cal control class, and two nursing classes were divided into the nursing experiment class and the nursing control class. During the teaching of pharmacology, the diversified teaching mode was adopted in the experiment class, and the tradi-tional teaching mode was applied in the control class. The effect of teaching was evaluated by test and questionnaire at the end of the course. Results Exam results showed that pharmacology score of the clinical experiment class was (81.9±9.4) scores, that of the clinical control class was (74.7±9.7) scores, that of the nursing experiment class was (82.5±8.1) scores, and that of the nursing control class was (74.0±11.3) scores. Thus there was significant increase in the exam re-sults in the clinical experiment class and the nursing experiment class, compared with the respective control class (all P<0.01). The comprehensive ability, including mastering degree of knowledge of pharmacology, communication, retriving data ability, analyzing and solving problems ability, personal learning and development ability, mutual coordination and team spirit etc. in the clinical experiment class and the nursing experimental were significantly higher than those of the respective control class by the questionnaire results (all P<0.01). Conclusion Using diversified teaching mode can en-hance students’pharmacological learning achievement and comprehensive abilities in pharmacological teaching in med-ical college.