关键词: 眼科见习, 教学方法, 多平台情景式教学, 临床能力, 教学效果

Abstract: Objective To evaluate the teaching effect of multi-platform situational teaching on the learning experience and clinical application ability training of ophthalmic interns. Design Teaching research. Participants A total of 72 interns of fifth-year clinical medical students from the Shijingshan Teaching Hospital of Capital Medical University were enrolled. Methods Students were divided into two groups of 36 each using the random number table method. The teaching was assigned to two groups: the traditional instruction group and the multi-platform situational teaching group. The multi-platform situational teaching group adopts the group system, which adopts the clinical teaching of classic case inquiry, real-time clinical physical examination of multi-mode slit lamp, group discussion and formulation of diagnosis and treatment plan, formation of group summary report and summary evaluation of instructors to complete the internship teaching. After teaching, the teaching effect (scores of clinical application ability, clinical critical thinking ability and doctor-patient communication ability) of the two groups were tested by the improved ophthalmology probation test form. The students' experience to teaching was scored by using Likert five-level scoring method (Likert-type Scale). Compare the difference of teaching effect and teaching experience between the two groups. Main Outcome Measures The score of the assessment form after the internship, Likert score. Results Before the internship, the assessment score of the multi-platform situational teaching group and the traditional instruction group was (78.74±6.17) points and (76.59±5.71) points respectively (t=1.53, P=0.06). After the internship, the scores of all items and the total score of the clinical ability assessment in the multi-platform situational teaching group were higher than those in the traditional instruction group (all P<0.001). According to the results of the Likert-type Scale, the score of the multi-platform instruction teaching group and the traditional instruction group in terms of the ease of understanding theoretical knowledge was (4.18±0.65) points and (3.93±0.84) points respectively (P=0.08); the multi-platform situation teaching group (4.34±0.43 points) felt a heavier post-class learning burden than the traditional instruction group (4.10±0.45 points) (P=0.004); in terms of mastering disease diagnostic criteria, classroom interest, and post-class active knowledge expansion, the scores of the multi-platform situation teaching group were significantly higher than those of the traditional instruction group (all P<0.001). Conclusion The multi-platform situationa teaching method is obviously superior to the traditional instruction method in improving students' clinical ability and teaching experience. (Ophthalmol CHN, 2025, 34: 63-67)

Key words: ophthalmology clerkship, teaching methods, multi-platform situational teaching, clinical competence, teaching effectiveness evaluation