微课教学法在泌尿外科实习生培养中的应用研究

龙蠡 蔡蔚 谢海平 狄奇 蒋斌 谭谈 谢晓 杨华伟

〔摘要〕 目的 探讨微课在泌尿外科临床实习生培养中的应用及效果。方法 根据泌尿外科实习生培养教学大纲，采用摄像、PPT、网络教学视频资源等制作微课视频。将2015年9月-2016年8月泌尿外科全体实习生设为对照组，将2016年9月-2017年8月泌尿外科全体实习生设为实验组，实验组采用传统教学结合微课教学的方式，对照组采用传统教学方式，通过理论考试、临床操作考核、病例分析能力及匿名调查问卷来评价教学效果。结果 实验组理论考试成绩、临床操作及病例分析能力成绩均优于对照组（P<0.05），实验组对教学效果各项目的评分明显优于对照组（P<0.05）。结论 微课在泌尿外科临床实习生培养中可以起到很好的辅助教学效果，能增强教学效果，值得推广应用。

〔关键词〕 微课;泌尿外科;临床实习生

〔中图分类号〕R2;G642       〔文献标志码〕A       〔文章编号〕doi：10.3969/j.issn.1674-070X.2019.05.025

〔Abstract〕 Objective To explore the application and effect of micro-course in the clinical practice of urology clinical interns. Methods According to the syllabus training of interns in Department of Urology， the micro-course video was developed by using video， PPT， online teaching video resources. From September 2015 to August 2016， all interns in the Department of Urology were set as the control group， while from August 2016 to September 2016， all interns in the Department of Urology were set as the experimental group. The experimental group adopted the traditional teaching method combined with the micro-teaching， and the control group adopted the traditional teaching methods. The teaching effect was evaluated through theoretical examination， clinical operation assessment， case analysis ability and anonymous questionnaire. Results The theoretical test scores and clinical apprentices and operation scores of the experimental group were better than those of the control group （P<0.05）. The scores of the experimental group were significantly better than those of the control group （P<0.05）. Conclusion Micro-courses can play a very good auxiliary teaching effect in the training of clinical interns in the department of urology， which can enhance the teaching effect and is worthy of promotion and application.

〔Keywords〕 micro-courses; department of urology; clinical interns

醫学实习生是医院未来发展的重要力量，他们的素质直接决定着各医院医护水平的高低。因此，对实习生进行有效的教学，有助于提高他们的专业技能和服务质量。目前国内对于医学临床实习生的教育教学方式的研究相对较少，临床实习教学方法亦相对单一，多为传统的理论教学及简单的演示教学。即使有多媒体教学，也不能有效的调动实习生的学习积极性及提高实习学生的临床实践能力，不能形成逐渐积累的更全面的病例教学资源，亦难以让少见病教学覆盖所有实习生。微课是以微视频或音频为主要的载体，记录了教师围绕着某个知识点或教学环节而开展的简短、完整的教学活动过程。“微课”教学法[1]在实习生培养中的应用，在国内基本处于空白状态。……