实践性多模态融合教学法在神经外科培训中的运用

  目的  为改变传统临床教学手段单一、方式刻板的缺点，本研究将多种教学模态融入教学过程，探讨以实践为核心的多模态融合教学法在神经外科临床教学中的应用效果。  方法  选取2019年1—12月于安徽医科大学第一附属医院神经外科轮转的30名国外研究生为研究对象，按随机数字表法分为实验组(15人)和对照组(15人)。实验组采用实践性多模态融合教学法，对照组采用传统教学方法。在完成1个月的培训后，进行出科考试和问卷调查，使用统计学分析2组学员的考试分数及问卷调查结果，以评估多模态教学法的实际效果。  结果  出科考试成绩显示，实验组基础知识考试成绩为(89.5±5.2)分、解剖知识考试成绩为(92.6±4.3)分、技能操作成绩为(90.1±5.4)分，均高于对照组(76.4±4.7)分、(70.2±5.4)分、(74.7±4.9)分，均P＜0.05]；调查问卷显示，实验组学员对教学模式、学习效率、学习成果的满意度分别为86.7%、93.3%、86.7%显著高于对照组(40.0%、26.7%、33.3%，均P＜0.05)。  结论  与传统教学模式比较，实践性多模态融合教学法对于提高学员学习效率、成绩及学习兴趣效果明显，是一种与时俱进、行之有效的教学方式。 

Application of practical multi-modal fusion teaching method in neurosurgery training

  Objective  To change the shortcomings of single and rigid traditional clinical teaching methods, this study integrated multiple teaching modes into the teaching process in order to explore the application effect of multi-modal fusion teaching method with practice as the core in neurosurgery clinical teaching.  Methods  From January 2019 to December 2019, 30 foreign postgraduates who were rotated in Neurosurgery Department of the First Affiliated Hospital of Anhui Medical University were selected and randomly divided into the experimental group (15 students) and control group (15 students). The experimental group adopted the practical multimodal fusion teaching method, whereas control group adopted the traditional teaching method. After one month of training, the final examination and questionnaire survey were conducted. The test scores and questionnaire survey results of the two groups were statistically analysed to evaluate the actual effect of multimodal teaching method.  Results  The average scores of basic knowledge test (89.5±5.2) points, anatomy knowledge test (92.6±4.3) points and skill operation test (90.1±5.4) points in the experimental group were higher than those in the control group(76.4±4.7) points, (70.2±5.4) points and (74.7±4.9) points, respectively, all P < 0.05]. The questionnaire showed the satisfaction rates of students in the experimental group with regard to the teaching mode, learning efficiency and learning results were 86.7%, 93.3% and 86.7%, respectively, which were significantly higher than those of the control group (40.0%, 26.7% and 33.3%, all P < 0.05).  Conclusion  Compared with the traditional teaching mode, the multimodal fusion teaching method based on practice has obvious effect on improving students' learning efficiency, achievement and interest, and it is an effective teaching method that keeps pace with the time.