微格教学法在中医皮肤科临床见习中的应用研究OA

Objective To evaluate the effectiveness of the microteaching method in the clinical clerkship of traditional Chinese medicine(TCM)dermatology.Methods A total of 129 undergraduate students enrolled in the 2020 cohort of the five-year-plus-three-year TCM program at Beijing University of Chinese Medicine were included.Considering fairness in final examination scores and limitations in teaching venues and clinical cases,the students were grouped by class:one class was assigned to the experimental group(n=28),and three classes to the control group(n=101).The experimental group received a new clerkship teaching model based on the microteaching method,whereas the control group received the conventional clerkship teaching model.Students'mastery of basic knowledge was assessed before and after the clinical clerkship.Instructors conducted multidimensional evaluations of students'clinical inquiry and SOAP case presentations,and students'course satisfaction was also collected.Results After the clerkship,scores for basic knowledge and doctor-patient communication ability increased significantly in both groups compared with pre-clerkship scores(P<0.01),with no statistically significant between-group differences at the corresponding time points(P>0.05).In the experimental group,the basic knowledge score increased from(93.71±4.80)before the clerkship to(98.00±4.15)after the clerkship;in the control group,it increased from(92.99±5.97)to(96.99±4.25).For doctor-patient communication ability,the score increased from(19.75±0.50)to(27.50±0.58)in the experimental group,and from(19.83±0.75)to(27.50±1.05)in the control group.The improvement in doctor-patient communication ability was mainly reflected in four core components.Evaluation of SOAP case presentations showed that scores improved markedly in both groups after the intervention:the total score increased from approximately 65 to 87 in the experimental group and from approximately 65 to 82 in the control group.In terms of course satisfaction,students in both groups rated classroom teaching higher than clinical clerkship.The classroom teaching and clinical clerkship satisfaction scores were(9.82±0.39)and(9.68±0.77)in the experimental group,and(9.85±0.48)and(9.66±0.80)in the control group,respectively,with no statistically significant between-group differences(P>0.05).In the experimental group,75％of students favored the microteaching model,and 96％reported that the model was more beneficial and worthy of wider application.Conclusion The microteaching method shows certain positive effects and application potential in the teaching of TCM dermatology.It may facilitate the transfer of knowledge into clinical practice,enhance clinical reasoning and communication ability,and stimulate students'learning interest.However,owing to limitations such as sample size,the stability of its effects requires further verification.Future studies should expand the sample size,optimize the teaching design,and explore its value for wider application in related TCM specialties.