The Application of Standardized Patient-case Teaching Method in the Teaching of Clinical Medical Students
Abstract
clinical medical students. Methods: From March 2021 to June 2021, 80 clinical medical students from Honghe Health
Vocational College were selected as research subjects and randomly divided into two groups with 40 in each group. The
control group adopted the traditional teaching method, and the observation group adopted the standardized patient-case
teaching method. The final examination results and the recognition degree of the teaching mode of the two groups were
evaluated. Results: The theoretical and technical scores of medical students in the observation group were significantly higher than those in the control group (P < 0.05). The recognition of learning interest, learning initiative, clinical
thinking training, team cooperation training, the combination of theory and clinical training, clinical skills training and
other recognition degree of medical students in the observation group were 100.0%, 100.0%, 97.50%, 97.50%, 100.0%,
97.50%, which was significantly higher than that in the control group 87.50%, 85.00%, 80.00%, 75.00%, 80.00%,
80.00% (P < 0.05). Conclusion: The standardized patient-case teaching method in clinical medical students’ teaching
can further improve theoretical performance and skill level, and the students’ interest and enthusiasm in this teaching
mode are high, which is worth promoting.
Keywords
Full Text:
PDFReferences
[1] Zhang M, Geng H, Wang J, et al. Application of case three-dimensional teaching method combined with standardized patient in the clinical clerkship teaching reform of gastrointestinal surgery. Chinese Journal of Medical Education Research 2021; 20(2): 196–198.
[2] Wang Z, Su R. Application of reverse clinical case teaching method in TCM clinical teaching (in Chinese). Shanxi Medical Journal 2021; 50(8): 1327–1329.
[3] Gao J, Li X, Niu Y, et al. Analysis on the effect of evidence-based medicine case-based teaching method on cultivating students’ clinical ability (in Chinese). Medical Education Technology in China 2018; 32(5): 577–580.
[4] Li H, Zhang S, Bai W, et al. Teaching effect of PBL combined with CBL double-track teaching method in students of clinical medicine: A systematic review. Chinese Journal of Evidence-based Cardiovascular Medicine 2021;
13(11): 1295–1300.
[5] Zhang F, Zhang Y, Wang J, et al. Application analysis of standardized patient combined with case teaching in medical students’ consultation training. Modern Chinese Doctor 2021; 59(8): 141–144.
[6] Fu Y, Li L, Liu H, et al. Exploration and practice of case-based learning and standardized patients teaching in the course of science of Chinese massage. Journal of Jiangxi University of Chinese Medicine 2021; 33(1): 102–104.
[7] Wu X, Cui C, Liu L, et al. Application of translational medicine concept-based case teaching method combined ith problem-oriented teaching method in nephrology teaching. Chinese Journal of Primary Medicine and Pharmacy 2021; 28(9): 1408–1411.
[8]Tao Y, Guo J, Zhang H, et al. Application value of PBL combined with CBL in clinical teaching of emergency medicine. Chinese Journal of General Practice 2021; 19(1): 128–130, 140.
DOI: https://doi.org/10.18282/le.v10i3.2934
Refbacks
- There are currently no refbacks.
