目的

探讨重症医学专业教学中融入思政课程的案例式教学方法的效果。

方法

于2020年至2021 年期间在我院ICU 实习的中南大学湘雅医学院2016 级临床、麻醉专业本科生作为研究对象，采用简单随机分组法将其分为实验组（91 人）和对照组（89 人），其中实验组采用案例式教学法进行重症专业及思政课程融合教学，对照组采用分别开设重症专业课程及思政课程教学。教学结束后，通过问卷调查获取学生认可率评价。

结果

通过调查，与对照组比较，实验组认为新课程设计更合理（85.71%vs 68.54%，P=0.0075），对新课程设计更满意（81.32% vs 67.42%，P=0.0403）；更贴合实际（78.02% vs 62.92%，P=0.0334），更能提升学习兴趣（72.53% vs 53.93%，P=0.0334），更能提升专业能力（76.92%vs 55.06%，P=0.0027），更能提高团队合作能力（93.41% vs 80.90%，P=0.0140），以及更早融入临床（83.52% vs 69.66%，P=0.0345）；更具有教学优势（86.81% vs 69.66%，P=0.0065），更能提升学生爱国主义教育（92.31% vs 79.78%，P=0.0178），以及更能提升执业素养（90.11% vs 78.65%，P=0.0404），差异均有统计学意义（均P＜0.05）。

结论

案例式教学法将思政融入重症医学专业教学对提升学生的专业能力以及加强爱国主义教育、团队合作精神、不抛弃不放弃救治精神等职业素养具有显著优势。

Objective

To explore the effect of the teaching method integrating ideological and political curriculum in critical care medicine.

Methods

The undergraduate students of grade 2016 from Xiangya Medical College, Central South University in semester 2020-2021 were in the recruited research.These students were randomly divided into experimental group and control group.The experimental group (91 students) adopted the case teaching method of critical care medicine integrating ideological and political curriculum, while the control group (89 students) adopted the teaching method of teaching critical care medicine and ideological and political curriculum separately.At the end of teaching, the student recognition rate was obtained through questionnaire survey.

Results

Compared with the students in the control group, the students in the experimental group thought that the new curriculum design was more reasonable (85.71% vs 68.54%, P=0.0075) and were more satisfactory(81.32% vs 67.42%, P=0.0403).The students in the experimental group believed that the case teaching method of professional courses integrating ideological and political curriculum was more realistic (78.02% vs 62.92%,P=0.0334), and could better enhance learning interests (72.53% vs 53.93%, P=0.0334), professional abilities(76.92% vs 55.06%, P=0.0027), teamwork ability (93.41% vs 80.90%, P=0.0140), earlier integration (83.52%vs 69.66%, P=0.0345); more teaching advantage (86.81% vs 69.66%, P=0.0065), students’ patriotism education(92.31% vs 79.78%, P=0.0178), and professional literacy (90.11% vs 78.65%, P=0.0404).The differences were statistically significant (P＜0.05).

Conclusion

The case teaching method of critical care medicine integrating ideological and political curriculum has significant advantages in enhancing students’ professional abilities and strengthening patriotism education, teamwork spirits, and the spirits of not giving up.