Effect Evaluation Of Teaching Methods Of Medical Humanities For Graduate Students In Clinical Specialty—Take Clinical Thinking And Interpersonal Communication As An Example

Strengthening the humanistic education of medical students has a direct impact on the reform of medical education and the cultivation of medical talents,and is related to the development prospect of China’s health undertakings.At present,various universities are actively exploring the reform of medical humanities teaching,aiming at promoting the development of medical humanities education and further improving the medical humanities quality of medical students.By evaluating teaching method effect of medical humanities,this paper finds out the existing problems and provides Suggestions for the reform of medical humanities teaching.Objective:Based on the course Clinical Thinking and Interpersonal Communication,the effect of SPOC teaching and classroom teaching was evaluated to explore whether SPOC teaching can show better teaching effect of medical humanities courses so as to improve the medical humanities ability of clinical graduate students.On this basis,a more appropriate teaching mode of medical humanities is further explored to provide reference and basis for the reform and optimization of medical humanities teaching in the later period,and play a positive role in improving the training quality of clinical graduate students.Methods: Participants: graduate students in clinical specialty of class 2018 and graduate students in clinical specialty of class 2019 of nanjing medical university.The two groups of research subjects are professional postgraduate students of clinical and oral majors who have passed the full-time unified examination,and the age and sex ratio were the same,showing homogeneity.Through literature research,the relevant policies and research status of medical humanities education and teaching effect evaluation were sorted out.The effect of teaching method was evaluated by medical students’ medical humanities ability test and teaching method evaluation questionnaire.The paired t-test,group t-test and descriptive statistical analysis were conducted by SPSS.Results:(1)Reliability and validity: The questionnaire had good reliability with a coefficient of 0.980;The questionnaire structure validity,convergent validity and discriminant validity were good.(2)The change of medical humanistic ability of clinical graduate students before and after the two teaching methods: SPOC teaching level 2018 after a master’s degree in clinical ability of medical humanities total score from course before 68479 points to 68975 points,2019 after the "classroom teaching+ SPOC teaching" level a master’s degree in clinical ability of medical humanities total score of 60763 points to 60866 points before the course;Before and after SPOC teaching and "classroom teaching +SPOC teaching",there were 21 items and 19 items of third-level indexes of medical humanistic ability of clinical master students with statistical significance.(3)Comparison of medical humanistic ability between two groups of clinical master students: before the course,there was no significant difference in the score of medical humanistic ability between the two groups of clinical master students(T=-1.418,P>0.05).After the course,there was no significant difference in the scores of medical humanities ability of the two groups of clinical master students(T=-1.408,P>0.05).(4)Clinical professional master graduate student satisfaction evaluation to the teaching of classroom teaching and the SPOC: clinical professional master graduate student satisfaction is slightly higher than the SPOC teaching of classroom teaching,the teaching characteristics(T = 7.415,P = 0.005),the teaching advantages(T = 3.077,P = 0.028),train the ability of medical humanities(T = 38.375,P < 0.001),play a role of course education(T = 10.911,P <0.001)on four primary index difference is statistically significant.(5)Suggestions on the teaching method of clinical thinking and interpersonal communication for clinical master students: about 50% of clinical master students suggest "both classroom teaching and SPOC teaching" for the teaching method of clinical thinking and interpersonal communication.Conclusions:(1)Both teaching programs can improve the medical humanities ability of graduate students in clinical specialty.(2)The first-level indicators of medical humanistic ability vary in degree.(3)Classroom teaching satisfaction is signtly higher than SPOC teaching.(4)Classroom teaching and SPOC teaching show different satisfaction trends.(5)SPOC teaching of Clinical Thinking and Interpersonal Communication can show better teaching effect of medical humanities course..Recommendations:(1)Improve the medical humanities curriculum,improve the medical humanities ability of medical students.(2)Actively carry out SPOC teaching reform to improve teaching satisfaction.(3)Continue to optimize medical humanities courses and integrate multiple thoughts and politics.(4)Actively explore diversified teaching modes to stimulate the development of education.