通讯作者: 朱海燕, zhuhaiyan929@126.com

DOI：10.12201/bmr.202602.00015

Evaluation of the training effect on medical history-taking by Student Self-involvement in problem Condensation model

• 摘要：目的：评价“学生参与问题凝练”带教模式对提高学生病史采集能力和提高临床思维能力的效果。方法：选取我校2019级西医临床医学专业五年制本科生作为对照组(47名),2020级作为试验组(44名),对照组采用传统教学法授课,试验组以“学生参与问题凝练”带教模式进行问诊训练,优化教学过程。课程结束后,通过实践考试和问卷调查对教学效果进行评价。结果：试验组出科问诊考核成绩显著优于对照组,(71.65±3.82)VS(67.44±6.90)分,P<0.01,差异有统计学意义；且试验组学生对“学生参与问题凝练”的带教模式对病史采集训练的认可度达90%以上。结论：“学生参与问题凝练”带教模式有利于改善问诊教学效果,提高学生的临床思维能力,值得进一步推广。

  关键词： 问题凝练; 病史采集 带教模式; 效果评价; ; 

   

  Abstract: Objective: To evaluate the effect of the Student Self-involvement in problem Condensation model on improving students medical history taking ability and clinical thinking ability. Methods: The 2019 grade of five-year Western medicine clinical medicine undergraduates in our school were selected as the control group (47 students), and the 2020 grade were selected as the experimental group (44 students). In the control group, medical history-taking was trained by the traditional teaching method. Meanwhile, in the experimental group, medical history-taking was trained by Student Self-involvement in problem Condensation model to emphasize the significance of students active participating in the process of problem condensation from a large number of previous classic cases. At the end of the course, the teaching effect was evaluated through examinations and questionnaires. Results: The final medical history collection assessment scores of the experimental group were significantly better than those of the control group, (71.65 ± 3.82) vs. (67.44 ± 6.90) points, P < 0.01, with a statistically significant difference. The students recognition of “Student Self-involvement in problem Condensation model” had reached 90%.

  Key words: Problem; Condensation, Medical; history collection, Teaching; model, Effect; evaluation

  提交时间：2026-02-05

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• 序号	提交日期	编号	操作
  1	2025-12-05	10.12201/bmr.202602.00015V1	下载

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