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视频反馈教学法在临床技能训练中的基本实施步骤及其评价_谢远龙.pdf

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1、pZEj Q E “5/ ? L # N谢远龙,简道林* ,马会浩,刘菊菊,左剑锋,朱小玲(三峡大学第二临床医学院,湖北宜昌 443002)K1 视频反馈教学法是一种生动a灵活a高效的教学方法,在临床技能训练中比传统教学方法更加有利于学生学习,极大地提高学生学习的积极性和学习兴趣,还能够促进终身学习习惯的养成b文章简要介绍视频反馈教学法基本实施步骤,并评价其在临床技能训练教学中的运用效果,旨在使医学教育工作者深入了解视频反馈教学法,促进这种教学方法在医学教育中的应用b1oM 视频反馈教学法;临床技能;教育 DOI:10.3969/j.issn.1002-1701.2013.04.063ms |

2、 G420 DS M A cI| 1002-1701(2013)04-0115-02j Q E B c !Q 1i M1 ZE1, c !$: c 3, 31 s j Q , P 3 ? T/ ?v42b jQ E.d T =8,7 38,? 3 I Ll,$, ! =, 3/ ? T , H j : c 3 V; ,4 As j , 3S b ,L= T H j Q E V 2, BVQ QQVbj Q E L Vs 1sb n5 c !: c/ ? T, Q j 1Q b* Henry4 j : cc c# g T M ) aYV4 c: c 4 # l“ =Q b ,Yoo 5 |40

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5、0b=a j Q E Q 1s,41#115#SD 2013 M 4 1 ? 4 6b1 H, 3Q T c -1 , ?V?C%5#1-, 3 ?1ZE aD 3 T ,7 O !1 &, * , M, j Q ESD 3 “5/ ? , V ?B 5 OrZEb ID1FukkinkRG,Trienekens N,KramerLJC,et al.VideoFeedback in Educa-tionandTraining:PuttingLearninginthePictureJ.EducPsychol Rev,2011,23(1):45-63.2ZickA,GranieriM,Makoul

6、 G.Firs-t yearmedical students. assessment oftheir own Communicationskills:A video-based,open-endedapproachJ.Patient EducCouns,2007,68(2):161-166.3ChetwyndF,Dobbyn C.Assessment,feedback and markingguides in dis-tanceeducationJ.OpenLearning,2011,26(1):67-78.4MinardiHA,RitterS.Recording skills practic

7、eon videotapecanenhancelearning-acomparativestudybetweennurselecturersandnursingstudentsJ.JAdvNurs,1999,29(6),1318-1325.5YooMS,SonYJ,KimYS,et al.Video-basedsel-f assessment= Implemen-tationand evaluation in an undergraduatenursing courseJ.Nurs EducToday2009,29(6):585-589.6PinskyLE,Wipf JE.A picture

8、is worth athousandwords practical use ofvideotapeinteachingJ.J GenInternMed,2000,15(11):805-810.7Xeroulis GJ,ParkJ,Moulton CA,et al.Teaching suturing andkno-t tyingskillstomedical students:A randomized controlled study comparing com-puter-basedvideoinstructionand (concurrent and summary) expert feed

9、-backJ.Surgery,2007,141(4):442-9. 8RoppoloLP,HeymannR,PepeP,et al.Arandomized controlledtrial com-paringtraditional trainingincardiopulmonaryresuscitation(CPR) tosel-fdirectedCPR learning in first yearmedical students:Thetwo-personCPRstudyJ.Resuscitation,2011,82(3):319-325.9WielingMB,HofmanWHA.Theim

10、pact of onlinevideo lecturerecordingsandautomated feedbackOn student performanceJ.Computers& Educa-tion,2010,54(4):992-998.10CrookA,MauchlineA,MawS,et al.Theuseof videotechnologyforpro-vidingfeedback tostudents:Can it enhancethefeedback experienceforstaff andstudents? J.Computers& Education,2012,58(

11、1):386-396.11MackenzieCF,XiaoY,HuFM,et al.Videoas aToolforImprovingTra-chealIntubationTasksforEmergencyMedical andTraumaCareJ.ThePracticeof EmergencyMedicine,2007,50(4):436-442.12HannahA,Millichamp CJ,Kathryn, et al.A communicationskills courseforundergraduatedental studentsJ. J Dent Educ,2004,68(9)

12、: 970-977.13Mohammad MF,Madhoun,Tierney WM.The impact of video recordingcolonoscopyonadenomadetection RatesJ.Gastrointest Endosc,2012,75(1):127-133.14 Prinz A, Bolz M, Findl O. Advantage of three dimensional animatedteachingovertraditional surgical videosforteachingophthalmicsurgery:arandomised studyJ.Br JOphthalmol,2005,89(11):1495-1499.15 , o,_,. csE1 &vZ U8 / m / F# 4J.= +Dv,2010,31(5):533-536. l 2012-04Te C, 3, S, “5Db#116#SD 2013 M 4

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