Abstract:

Objective To investigate the role and significance of peer-assisted learning (PAL) model in clinical internship teaching for severe cerebrovascular disease. Methods A total of 40 undergraduate interns in our department were practicing PAL in groups based on conventional teaching. These undergraduates, when finishing their interns, were examined in theory and practice, and received questionnaire for self-assessment and courses appraisal. Results The scores of theory and practice of those who received PAL were both higher than those who received conventional model which had significant differences (P <0.05). The self-assessment by those who involved in PAL were relatively satisfactory with knowledge in mastering both basic neurology theory and basic clinical practice. Conclusion The application of PAL in the teaching process, can stimulate students interests, improve their self-learning initiativeness, and satisfactorily enable practicing interns at the neurology department to master basic clinical practice skills.

Key words: Peer-assisted learning; Severe cerebrovascular disease; Clinical internship; Teaching

摘要：

目的 探讨同伴互助学习模式在重症脑血管病专业组临床见习教学中的作用及意义。 方法 共40位在我科实习的本科生，在传统教学的基础上，分组接受同伴互助学习教学，出科时进 行理论与实践考试，完成问卷进行自我测评及评价课程。 结果 同伴互助学习教学模式出科考试理论成绩及实践操作能力成绩均高于传统教学模式，比较差 异有显著性（P＜0.05）。参与同伴互助学习模式者对掌握重症脑血管病专业基础理论知识和基本临 床实践技能的自我评价较满意。 结论 同伴互助学习模式运用于教学中，能够激发学生学习的兴趣，提高学生自主学习的主动性,帮 助在重症脑血管病专业见习轮转学生更好地掌握临床基本实践技能。

关键词: 同伴互助学习; 重症脑血管病; 临床见习; 教学