Abstract:
Objective Exploring the application effect of "situation case-task-driven teaching method" in emergency clinical teaching.
Methods With two classes in the five-year undergraduate clinical specialty of Jining Medical University in 2014, a total of 85 students were enrolled in the division system. A class of 42 students was set up as a control group and a regular teaching model was given. The 43 students in the second class were set up as research groups. The common emergency cases were selected to sequence the teaching contents and set teaching tasks to exercise the students’clinical thinking and the ability to handle emergencies. At the end of the semester, the two groups of students were assessed on their theoretical knowledge and operational skills. At the same time, the questionnaire was distributed to feedback students’ satisfaction.
Results The results of the students in the study group were higher than those in the control group. The difference was statistically significant(P<0.05). The research group’s satisfaction survey on the teaching form was 93.9%.
Conclusion Practice verifies that scenario-case-task-driven teaching method can effectively improve students’ learning interests and effects, and is well received by medical students.
Key words:
Case study on teaching scenario-task-driven approach to emergency and disaster medicine
Shuai Zhang, Zhe Zhang, Kaicheng Yang, Yuanyuan Zhang, Meng Ma, Xiangdong Jian. Application of Situational Case-Task Driven Method in Clinical Teaching of Emergency and Disaster Medicine[J]. Chinese Journal of Hygiene Rescue(Electronic Edition), 2018, 04(04): 221-223.