多学科病例讨论教学法在头晕眩晕疾病诊疗中的应用

摘要

Objective To explore the effect of interdisciplinary case discussion teaching (ICDT) on the teaching course in dizziness and vertigo diseases. Methods During the teaching course of dizziness and vertigo diseases, 16 medical students were randomly separated into the ICDT group and traditional group. Both groups of students completed a satisfaction survey at the end of the study.The major evaluation index was the diagnosis correctness rate and familiarity of knowledge of dizziness and vertigo diseases and the secondary evaluation index was the student's satisfaction. Diagnosis and tests before and after the teaching course were also taken for major index evaluation. Survey was taken for secondary index evaluation. Results The ICDT group reported higher scores compared with the traditional group about the satisfaction survey (P<0.001). Higher correct diagnoses were given by ICDT group (P<0.001). And the ICDT group gained signiifcant amount of knowledge (P<0.001) as calculated by the Student's pairedt test. Conclusion As a learning strategy for dizziness and vertigo diseases, ICDT method results in higher student's satisfaction, and signiifcantly improves the ability of the students in learning.%目的：探讨多学科病例讨论法（interdisciplinary case discussion teaching，ICDT）在头晕眩晕诊疗中的应用效果。方法选择16例神经病学研究生作为教学对象，随机分为ICDT教学组和传统教学组。主要评价指标是眩晕头晕疾病诊断正确率及知识掌握度，次要评价指标是学生满意度。主要评价指标的评估方式是与会诊专家的权威诊断及学习前后测试成绩进行比较，次要评价指标则通过问卷调查进行评价。结果 ICDT教学方法和传统教学方法相比，教学后学生的疾病诊断正确率及知识掌握度显著高于传统教学组（P<0.001），且学生的教学满意度也显著优于传统教学组（P<0.001）。结论 ICDT教学方法可以显著提升神经科医学研究生对眩晕头晕疾病的知识掌握程度，并有效提高学生在学习过程的积极性和满意度。