英文摘要报告会在研究生文献阅读培训中的作用

目的探索培养研究生英文文献阅读及报告的方法,对英文摘要报告会的效果进行评价。方法以首都医科大学附属北京天坛医院脑血管病中心一病区临床轮转的20名研究生作为教学对象,随机分入试验组和传统组。每周进行1次文献报告会,教学时间为3个月。试验组文献报告内容为英文文献的摘要,时间10 min,每次5名汇报者。传统组文献报告内容为一个命题的多篇文献汇总,时间50 min,每次1名汇报者。比较2组研究生的教学效果。结果英文摘要报告与传统的文献报告相比,研究生在文献阅读数量,报告次数明显增加,花费时间更少,文献阅读能力、文献报告能力、知识拓展能力、临床分析能力和解决问题能力等方面提升更多。结论英文摘要报告会教...

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Bibliographic Details
Published in中国卒中杂志 Vol. 11; no. 4; pp. 331 - 334
Main Author 丁则昱 张宁 杨中华 赵性泉
Format Journal Article
LanguageChinese
Published 国家神经系统疾病临床医学研究中心%国家神经系统疾病临床医学研究中心 2016
100050 北京首都医科大学附属北京天坛医院神经病学中心
首都医科大学附属北京天坛医院神经精神医学与临床心理科
Subjects
教学方法
文献报告
研究生培训
英文摘要报告会
英文文献阅读
Abstract presentation teaching method (APTM)
英文摘要报告会
Training of graduate students
Teaching method
教学方法
英文文献阅读
研究生培训
文献报告
Literature reading
Literature report
Online AccessGet full text
ISSN1673-5765
DOI10.3969/j.issn.1673-5765.2016.04.017

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Summary:目的探索培养研究生英文文献阅读及报告的方法,对英文摘要报告会的效果进行评价。方法以首都医科大学附属北京天坛医院脑血管病中心一病区临床轮转的20名研究生作为教学对象,随机分入试验组和传统组。每周进行1次文献报告会,教学时间为3个月。试验组文献报告内容为英文文献的摘要,时间10 min,每次5名汇报者。传统组文献报告内容为一个命题的多篇文献汇总,时间50 min,每次1名汇报者。比较2组研究生的教学效果。结果英文摘要报告与传统的文献报告相比,研究生在文献阅读数量,报告次数明显增加,花费时间更少,文献阅读能力、文献报告能力、知识拓展能力、临床分析能力和解决问题能力等方面提升更多。结论英文摘要报告会教学法可以在有限的时间内提高研究生在临床工作中阅读文献及应用文献的能力。
Bibliography:11-5434/R
Teaching method; Abstract presentation teaching method（APTM）; Literature reading; Literature report; Training of graduate students
Objective To explore the methods of cultivating capacity of English literature reading and presentation of graduate students so as to evaluate the effect of English abstract presentation teaching method（APTM）.Methods A total of 20 graduate students who were receiving clinical specialty training in turns in Inpatient Area No.1 of Center for Cerebrovascular Diseases of Beijing Tiantan Hospital, Capital Medical University were taken as teaching subjects and were randomly divided into APTM group and classical teaching method group. The literature report was arranged once a week and the teaching period lasted for 3 months. Students were asked to report one abstract in ten minutes in APTM group, and 5 students made presentation one by one. While in classical methods group, only one student did the literature report on a specifi c topic for 50 minutes. The effects of these teachi
ISSN:1673-5765
DOI:10.3969/j.issn.1673-5765.2016.04.017