物理诊断见习教学的效果分析

目的探讨对临床医学本科生进行物理诊断教学的效果。方法选择学年2009年～2010年第一学期广州医学院临床医学本科2007级双语班学生62名,随机分成对照组30人和观察组32人。对照组采用操作示范、体格检查培训、病房实践见习的教学程序来实施见习教学,观察组在采用上述程序基础上,增加《物理诊断见习操作要点》作为标准提问学生来加强操作培训掌握程度。见习教学课后两组学生按物理诊断内容各项指标评价掌握程度。结果两组学生在问诊熟练程度提高、病史叙述完整全面、体格检查熟练、操作动作规范、体检项目完整方面,观察组占优（p〈0.05）;物理诊断操作考试成绩差异无统计学意义（p〉0.05）。结论增加《物理诊断见习操作要点》作为教学辅助工具现场归纳总结应用于物理诊断见习中,能够提高学生对体格检查的掌握程度。

Analysis of the effectiveness of practice training for physical diagnosis course

Objective To probe different approaches in the practice training for physical diagnosis course of undergraduate students in Guangzhou Medical University. Methods Totally 62 undergraduate students majored in clinical medicine were enrolled into the physical diagnosis and randomly assigned to either the observation group （32） or control group （30）. Students assigned to the control group were trained with conventional lecture and on-site demonstration. While training for the observation group consisted of both of conventional lecture and on-site demonstration plus an additional booklet as 〈The physical diagnosis items for undergraduate students〉. Students in both groups were allowed to practice in wards after their pass of post-training assessment. Results Observation group showed better than control grouping in inquiring, physical examination and detail of case history （p〈0.05）, but their grades in examination of physical diagnosis were of no significant deference （p0〉.05）. Conclusions The addition of The physical diagnosis items for undergraduate students〉 as student＇s training booklet for physical diagnosis significantly strengthens the effectiveness of training and accuracy in practice.