李婷炜 戴惠如 廖杰豪 刘敏灵 李学莹 方烁

[摘要]目的比較整合医学教学和传统医学教学在肿瘤科见习带教的效果。方法中山大学附属第七医院40名肿瘤科见习生以自愿的方式被纳入不同的教学方法组别，整合医学教学组学生24名，传统医学教学组学生16名。传统医学教学组以老师为主体进行授课，整合医学教学组以器官系统或疾病为基础，学生为主体，老师为主导进行授课，以教学督导评分、学生教学评分、学生考核成绩及学生临床思维能力评分为主要评价方式。结果整合医学教学组的教学督导评分、学生教学评分、学生考核成绩和学生临床思维能力评分均高于传统医学教学组，差异有统计学意义（ P <0.05）。结论传统医学教学方法具有一定局限性，整合医学教学作为一种新的教学模式，受到教学督导和学生的一致认可，学生的考核成绩及临床思维能力评分更高，适合肿瘤科的见习带教，值得在临床教学中进一步推广。

[关键词]整合医学教学;传统医学教学;临床医学;教学模式

[中图分类号] R-4;G642  [文献标识码] A   [文章编号]2095-0616（2021）23-0094-03

Comparison of the effect of integrated medical teaching and traditional medical teaching in the probation teaching of oncology department

LI  Tingwei1      DAI  Huiru1      LIAO  Jiehao1      LIU  Minling1      LI  Xueying1      FANG  Shuo1， 2

1. Department of Oncology， the Seventh Affiliated Hospital of Sun Yat-sen University， Guangdong， Shenzhen 518000， China;2. Teaching and Research Office of Pathophysiology， School of Medicine of Sun Yat-sen University， Guangdong， Shenzhen 518000， China

[Abstract] Objective To compare the effect of integrated medical teaching and traditional medical teaching in the probation teaching of oncology department. Methods A total of 40 oncological probationers from the Seventh Affiliated Hospital of Sun Yat-sen University were included in different teaching groups on a voluntary basis， with 24 probationers in the integrated medical teaching group and 16 probationers in the traditional medical teaching group. The traditional medicine teaching group takes teachers as the main body to teach， while the integrated medical teaching group takes organ systems or diseases as the basis， students as the main body and teachers as the leading body to teach. The teaching scores evaluated by teaching supervisors， scores of teaching quality evaluated by probationers， examination scores and clinical thinking ability scores of probationers were the main basis of assessment. Results The teaching scores evaluated by teaching supervisors， scores of teaching quality evaluated by probationers， examination scores and clinical thinking ability scores of probationers in the integrated medical teaching group were higher than those in the traditional medical teaching group， with statistically significant differences （P <0.05）. Conclusion Traditional medical teaching mode has certain limitations， and integrated medical teaching， as a new teaching mode， is unanimously recognized by teaching supervisors and probationers， and probationers can get higher scores in terms of the examination and clinical thinking ability under this teaching mode. Therefore， integrated medical teaching is suitable for oncological probation teaching and worthy of further promotion in clinical teaching.

[Key words] Integrated medical teaching; Traditional medical teaching; Clinical medicine; Teaching mode

肿瘤作为全球最常见的疾病之一，其病死率在所有疾病中位居第二[1]。肿瘤发病率不断增加，世界卫生组织国际癌症研究机构发布的全球肿瘤流行病统计数据预测，到2040年，每年将有2750万癌症病例[2]。随着肿瘤患者不断增加，社会需要越来越多优秀的肿瘤科医生。如何培养优秀的肿瘤科医生是一个需要不断探索的难题。传统的医学教育以“填鸭式”的讲课方法为主，学生被动接受相关知识，缺乏足够的学习积极性与主动性，不利于临床能力和临床思维的培养。为了改变现有教学模式的弊端，中山大学附属第七医院肿瘤科教研室积极探索整合医学教学模式，并与传统医学教学模式进行比较，现报道如下。……