Objective To explore a new way to improve the clinical ability of medical students by administrating the problem-originated clinical medical curriculum (PCMC) mode in combination with multimedia courseware in dermatology and venerology teaching. Methods Four classes in grade 2012, including 108 undergraduates of clinical medicine, were randomly selected and assigned in a 1:1 ratio into two groups which received PCMC teaching mode in combination with multimedia courseware or traditional mode, and both of the two groups were educated by the same teachers. At the end of the courses, tests of clinical abilities and theory were taken to evaluate the improvement of the students. Questionnaires were also used to investigate the students' acceptance of the two teaching modes. Results In the PCMC teaching group, the average score of clinical ability test was 91.9 points, significantly higher than 78.7 points of the traditional group(P<0.05), whereas, there was no significant difference of the theory test between the 2 groups. Student satisfaction survey results showed that the PCMC group(82.7%) was higher than that of the traditional group(75%) with no significant difference(P>0.05). Conclusion Application of PCMC teaching mode in combination with multimedia courseware is conducive to students' understand of the abstract theory knowledge in dermatology teaching process, and may fully mobilize the students' learning initiative.%目的 探讨应用以问题为先导的启发式临床医学教学模式(problem-originated clinical medical curriculum,PCMC)结合多媒体课件在皮肤性病教学中的效果,为该校医学生的皮肤科临床实践能力的提高找到一种更有效的方法.方法 随机选择2012级本科4个班级临床医学生作为研究对象,共计108人.将入组的医学生,按照班级为单位随机分成试验组和对照组,对照组采用传统教学方法授课,以老师讲授为主.试验组采用PCMC教学模式结合多媒体课件方式授课.2组授课老师均一致.教学结束后,对2组学生采取技能和理论两种考核方式,通过最终成绩的比较,分析对比两种教学模式的教学效果,并采用调查问卷的方式调查学生对于两种教学模式的接受程度.结果 试验组学生临床病例综合考试平均成绩(91.9分)高于对照组(78.7分),差异有统计学意义(P<0.05);理论考试成绩对比两组间无明显差异;学生满意度调查结果显示,试验组(82.7%)高于对照组(75.0%),差异无统计学意义(P>0.05).结论 在皮肤性病学教学过程中,应用PCMC教学模式结合多媒体课件,有利于学生理解书本上抽象的理论知识,并且可充分地激发和调动起学生学习的积极主动性,最终取得良好的教学和学习效果.
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