摘要目的 通过在生理学教学中应用病例教学,探讨对医学生岗位胜任力培养的影响.方法 将2013级与2014级临床医学专业121名本科生作为研究对象,2014级学生作为实验组(63人),2013级学生作为对照组(58人).实验组分为5组,每组12～13人,采用病例教学;对照组采用传统大班授课.课程结束后,通过调查问卷对医学生岗位胜任力的10个指标进行评分,运用SPSS 19.0进行两独立样本t检验.结果 实验组与对照组调查问卷有效回收率分别为92.1％,98.3％.实验组学生在医学生岗位胜任力指标中的知识掌握程度、学习兴趣、学习主动性、自主学习能力、分析问题能力、解决问题能力的评分分别为(5.57±0.77)、(5.28±1.01)、(5.16±0.91)、(5.05±1.05)、(5.10±0.89)和(5.09±1.01),高于对照组的(5.14±0.99)、(4.82±1.12)、(4.75±1.07)、(4.46±1.09)、(4.70±1.03)和(4.68±0.97),差异均有统计学意义(P＜0.05);其中实验组在表达沟通、团队合作、收集信息的能力以及批判性思维方面表现更佳,评分分别为(4.97±1.08)、(5.33±0.94)、(5.21±0.97)和(4.98±0.96),高于对照组的(3.93±1.16)、(1.95±0.85)、(2.21±0.98)和(2.12±0.91),差异均有统计学意义(P＜0.05).结论 病例教学对基础医学阶段医学生岗位胜任力的培养具有促进作用,小组教学比传统大班授课在能力培养上更具优势.

abstractsObjective This study discusses the role of case-based learning (CBL) in the development of common competency in medical students.Methods One hundred and twenty-one students of Grade 2013 and Grade 2014 majoring in clinical medicine were divided into study (Grade 2014:63 students) and control (Grade 2013:58 students) groups.The study group was composed of 5 teams,with 12 or 13 students in each team.CBL and traditional lecture-based learning (LBL) were applied to the study and the control groups respectively.After the courses,a questionnaire with 10 indicators of medical students' common competency was scored by the students.The scores were entered into SPSS 19.0 for two independent-samples t-test.Results The effective questionnaire recovery rates for the study and the control groups were 92.1％ and 98.3％ respectively.For the medical students' post competency index,students in the study group scored significantly higher than those in the control,with knowledge mastery,study interest,learning initiative,independent learning,problem analyzing,problem solving showing the following scores,respectively:(5.57 ± 0.77),(5.28 ± 1.01),(5.16 ± 0.91),(5.05 ± 1.05),(5.10 ± 0.89),and (5.09 ± 1.01),compared to those in the control showing the following scores,respectively:(5.14 ± 0.99),(4.82 ± 1.12),(4.75 ± 1.07),(4.46 ± 1.09),(4.70 ± 1.03),and (4.68 ± 0.97),and the differences were statistically significant (P＜ 0.05).Besides,students in the study group performed much better in communication,collaboration,information collection,or critical thinking than those of the control (P＜0.05),with scores in the study group showing (4.97 ± 1.08),(5.33 ± 0.94),(5.21 ± 0.97),and (4.98 ± 0.96),respectively and those in the control (3.93 ± 1.16),(1.95 ± 0.85),(2.21 ± 0.98) and (2.12 ± 0.91),respectively,and the differences had statistical significance.Conclusion CBL can promote the early development of medical students' common competency during basic medical education and compared to the traditional LBL,teaching in smaller teams is much better in ability training.