探討案例教學法在助產專業健康評估教學中的應用

江曉麗 謝玲莉 張菡 杜曉華

[摘要] 目的 探討案例教學法在助產專業健康評估教學中的應用效果。方法 選取該校2017級2個3年制班，助產2班（58人），助產3班（54人）。隨機決定1個班為實驗組。實驗組采用案例教學法，對照組采用傳統教學法，教學結束后進行理論考試和實訓考核，比較兩組學生的成績差異。同時對兩組學生發放調查問卷，獲取學生的課堂教學評價及其課程學習收獲，比較兩種教學方法的效果。結果 實驗組考試成績、教學滿意度以及課程收獲明顯優于對照組（P<0.05）。結論 案例教學法可促進學生對知識的掌握與學習的興趣，提高學生的學習成績與實踐能力，達到提高教學效果的目的。

[關鍵詞] 案例教學法;健康評估;教學研究;助產專業

[中圖分類號] R47-4 [文獻標識碼] A [文章編號] 1672-5654（2020）02（a）-0130-03

Discussion on the Application of Case Teaching Method in the Health Assessment Teaching of Midwifery Specialty

JIANG Xiao-li， XIE Ling-li， ZHANG Han， DU Xiao-hua

Changsha Health Vocational College， Changsha， Hunan Province， 410100 China

[Abstract] Objective To explore the application effect of case teaching method in the health assessment teaching of midwifery specialty. Methods Two three-year classes of 2017 from the school were selected， with 2 midwifery classes（58 students） and 3 midwifery classes （54 students）. A class was randomly determined as the experimental group. The experimental group adopted the case teaching method， and the control group adopted the traditional teaching method. The theoretical examination and practical training evaluation were conducted after the teaching to compare the differences in the performance of the two groups of students. At the same time， questionnaires were distributed to two groups of students to obtain students' classroom teaching evaluations and curriculum learning gains. Use statistical analysis methods to compare the effects of the two teaching methods. Results The test group's test scores， teaching satisfaction， and course gains were significantly better than the control group（P<0.05）. Conclusion The case teaching method can promote students 'interest in knowledge and learning， improve students' academic performance and practical ability， and achieve the purpose of improving teaching effect.

[Key words] Case teaching method; Health assessment; Teaching research; The professional of midnifery

健康評估是助產專業的基礎必修課程，在過渡到臨床課程學習中起到橋梁的作用[1]，因此提高健康評估的教學效果至關重要。在健康評估的教學中，基于PPT和平鋪直敘的傳統教學法難以激發學生的學習欲望與積極性，學生學習興趣不高，課堂表現較為沉悶，使得教學效果不佳[2]。20世紀由美國哈弗大學醫學院引入的案例教學法，以臨床典型案例為基本教學素材，結合教學內容進行分析，使學生從真實的案例更深刻地把握學習內容，更著重具有實用性、實效性的知識技能鍛煉，從而達到較高層次的學習目標。案例教學法也成為國內的教學研究熱點。彭芳等人[1]研究了案例教學法在高職護理專業健康評估教學中的應用，李玲等人[2]用案例教學在護理碩士專業學位高級健康評估課程中進行實踐，王金蓮等人[3]運用案例教學法在《健康評估》實驗教學中，均取得較好的教學效果?！?br>