Objective To explore the effectiveness of situational experiential teaching mode in emergency internship teaching. Methods Interns from the Department of Emergency, Jiangyou Fifth People’s Hospital from July 2022 to May 2023 were selected as the research subjects. The interns were randomly divided into a trial group and a control group using a random number table method. The trial group adopted a situational experiential teaching mode, while the control group adopted a traditional teaching mode. Theoretical knowledge testing, clinical comprehensive ability assessment, and clinical information feedback were used to evaluate the effectiveness of different teaching methods. Results A total of 90 interns were included, with 45 people in each group, aged 18-23 years old. Both groups consist of 18 clinical medicine students and 27 clinical nursing students. There was no statistically significant difference in academic performance in school between the two groups of interns (P>0.05). The theoretical knowledge test score (92.98±2.71 vs. 85.29±6.24), clinical comprehensive ability assessment score (90.52±2.58 vs. 83.35±5.25) and clinical feedback (44 excellent and 1 fine in the trial group vs. 25 excellent, 5 fine, and 15 poor in the control group) of the trial group were better than those in the control group (P<0.05). Conclusions The situational experiential teaching mode can enhance interns’ learning interest, improve memory effectiveness, help students master theoretical knowledge, and enhance their comprehensive abilities in clinical evaluation and decision-making. It is worth promoting in clinical practice.
Citation：
GOU Junchen, XIE Jun, HE Man. Application effect of situational experiential teaching mode in emergency internship teaching. West China Medical Journal, 2024, 39(11): 1766-1769. doi: 10.7507/1002-0179.202409205
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Copyright © the editorial department of West China Medical Journal of West China Medical Publisher. All rights reserved
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- 1. Hammond J. Simulation in critical care and trauma education and training. Curr Opin Crit Care, 2004, 10(5): 325-329.
- 2. 黄爱丽. 情景体验式教学法在大学生安全教育课程中的应用. 华章, 2024(2): 81-83.
- 3. 王怡. 体验式教学理念在行政管理专业人才培养模式中的实践与创新. 当代旅游(学术版), 2012(12): 76-79.
- 4. 马桂芹. 急诊科医患冲突浅议. 山东医科大学学报(社会科学版), 1996(3): 33-34.
- 5. 陈聪芬. 情景体验式教学法在急诊科护生临床带教中的应用. 中医药管理杂志, 2015, 23(4): 118-120.
- 6. 苟君臣, 汪庆, 徐春梅, 等. 情景式模拟教学在急诊教学中的应用效果研究. 中华灾害救援医学, 2015(5): 270-272.
- 7. 罗富礽, 张丽凤, 张安东, 等. 情境模拟教学模式在急诊临床教学中的应用效果. 临床医学研究与实践, 2020, 5(18): 190-191, 198.
- 8. 梁园园, 江智霞, 柏晓玲, 等. 重症医学专科护士培训班学员对情景体验式教学的评价. 护理学报, 2011, 18(9): 1-3.
- 9. 孙丽萍. 从知识传授到创新能力培养——“无机及分析化学”课程教学方法探索. 黑龙江教育(高教研究与评估), 2024(3): 74-76.
- 10. 陈玲. 情景体验式教学在脑卒中病人护理教学中的应用. 中华护理教育, 2017, 14(7): 485-488.
- 11. 朱秀峰. 寓教于乐体验教学——体验式教学法探析. 科技信息, 2009(27): 509-510.
- 12. 李英. 我国教育学者对体验问题的研究述评. 上海教育科研, 2002(3): 36-39.
- 13. 张国瑞, 于昕, 樊庆泊, 等. 医学模拟教学在妇产科临床技能分层强化培训中的效果评价. 基础医学与临床, 2021, 41(1): 147-150.
- 14. Lawson W, Smith M, McCue B. Ochsner obstetrics and gynecology simulation program: a review of the literature and description of a multidisciplinary simulation program targeting management of obstetric emergencies. Ochsner J, 2020, 20(4): 394-399.
- 15. 王霄腾, 韩丰, 陈一鹏, 等. 情景模拟教学方法在消化道出血实习教学中的应用. 浙江医学教育, 2024, 23(1): 5-9.
