临床病理生理及治疗模式下心电图教学方法改革

摘要

目的 探讨临床病理生理及治疗(clinical pathophisioligy and therapy,CPPT)模式下心电图教学方法的改革.方法 选择武汉大学第二临床医学院2010级临床医学专业大三学生为研究对象,随机分为实验组(44人)、对照组(52人).对照组用传统方法讲授诊断学心电图理论,实践教学采用自行编制的图谱教材.实验组理论授课以心电图教材改革为基础,强化心电图与电生理、心血管疾病的结合;同时,实践教学采用预习-讲图-读图-病例讨论-再读图的方式,强化理论-实践-理论的循环.两组心电图教学完毕后进行问卷调查;课程结束后分组进行心电图图谱测试、心电图理论知识考核;应用SPSS 10.0对上述测评结果进行统计学分析.结果 实验组学生在右室肥大、室性颤动、预激综合征等读图方面成绩优于对照组(P＜0.05).实验组学生喜欢心电图课程的比率、对心电图教学方式的认可比率高于对照组,而觉得心电图难学的比率低于对照组;差异有统计学差异(P＜0.05).实验组学生理论知识考核成绩优异率、良好率高于对照组,两组成绩分布差异有统计学意义(P=0.043).结论 CPPT教学能有效帮助学生攻克心电图学习中的阅图难点,加深其对理论知识的理解和记忆.%Obejective To reform the electrocardiogram teaching mode under clinical pathophisioligy and therapy(CPPT) mode.Methods The junior students of Grade 2010 in Second Clinical Medical College of Wuhan University were selected as subjects.The students were randomly divided into experimental group (44 students) and control group(52 students).Control group was taught by using traditional methods for electrocardiogram(ECG) diagnostics theory,and by using Diagnostics department's own Atlas,while experimental group was taught by reformed teaching methods,and ECG reformed textbook was used in their theoretical lessons,strengthening electrocardiogram and electrophysiology,cardiovascular disease combined.Meanwhile,the practice of teaching was taught by using preview-speaking Figure-Picture stories-Case-Read figure,a way to strengthen the theory-practice-theory of the cycle.The questionnaire was carried out in two groups after ECG teaching.After the end of the course two groups were given packet electrocardiogram atlas test and ECG theoretical knowledge examination and the above evaluation results were statistically analyzed by using SPSS 10.Results The statistically significant differences between experimental group and the control group were in the right ventricular hypertrophy,ventricular fibrillation,WPW syndrome,et al(P＜0.05).The ratio of the experimental group students' liking electrocardiogram course and their recognition of electrocardiogram teaching mode was higher than that of the control group while the ratio of their thinking ECG difficult was lower than that of the control group and the difference was statistically significant difference(P＜0.05).The excellent rate and good rate of the experimental group students' theory knowledge examination results were higher than the control group,two groups of results distribution difference being statistically significant(P=-0.043).Conclusions CPPT teaching model can effectively help students overcome the difficulties in reading electrocardiogram and deepen their understanding of theoretical knowledge and memory.