【摘要】 目的 研究不同教学方式对医学生自主学习能力、科研能力以及批判性思维能力的影响，分析2种不同教学方式哪种教学意义更利于推广。方法 选取2023年1月1日—2024年1月1日首都医科大学附属北京积水潭医院实习的北京大学医学部临床医学专业学生146人作为研究对象，采用随机法分为五步教学法组、联合教学组，各73人。五步教学法组的研究对象采用五步教学法进行教学，联合教学组研究对象采用SPOC联合五步教学法进行教学，对比2组教学前与教学后自主学习能力、科研能力、批判性思维能力、考核优良率及满意度的变化。计量资料采用t检验；计数资料采用χ~2检验。结果 2组教学前无差异；与五步教学法组相比，联合教学组自主学习能力、科研能力、批判性思维能力明显提升，与五步教学法组考核优良率（87.67%）相比，联合教学组考核优良率（97.26%）明显提升，χ~2=4.817,P=0.028；与五步教学法组满意度（90.41%）相比，联合教学组满意度（98.63%）明显提升，χ~2=4.760,P=0.029；具有统计学意义。结论 SPOC联合五步教学法可明显提高临床医学专业学生的自主学习能力、科研能力、批判性思维能力，该教学方法效果理想。更多还原

【Abstract】 Objectives This study aims to investigate the influence of different teaching methods on medical students’ independent learning ability, scientific research ability and critical thinking ability, and to analyze which teaching significance of the two different teaching methods is more conducive to promotion. Methods A total of 146 clinical medicine students from Peking University Health Science Center who interned at Beijing Jishuitan Hospital affiliated to Capital Medical University from January 1, 2023 to January 1, 2024 were selected as research subjects and randomly divided into the five-step teaching method group(73 cases) and the combined teaching group(73 cases). The research objects of the five-step teaching method group adopted the five-step teaching method, while the research objects of the joint teaching group used SPOC and the five-step teaching method. The changes in autonomous learning ability, scientific research ability, critical thinking ability, assessment pass rate and satisfaction were compared between the two groups before and after teaching. The measurement data were analyzed using the t test, and the enumeration data were analyzed using the χ~2 test. Results There was no difference between the 2 groups before teaching. Compared with the five-step teaching method group, The joint teaching group’s independent learning ability, scientific research ability and critical thinking ability significantly improved. Compared with the excellent rate of the five-step teaching method group(87.67%), the excellent rate of the joint teaching group(97.26%) was significantly higher(χ~2=4.817, P=0.028).Compared with the five-step teaching method group(90.41%), the satisfaction of the combined teaching group(98.63%) was significantly higher(χ~2=4.760, P=0.029). Conclusions SPOC combined with the five-step teaching method can significantly improve the autonomous learning ability, scientific research ability, and critical thinking ability of clinical medicine students, and this teaching method has an ideal effect.更多还原