Application of Scenario Simulation and Group Case Discussion Teaching Method in Health Law Teaching

To investigate the application effect of scenario simulation and group case discussion teaching method in health law teaching. Fifty six students from class 1 of general practice medicine of grade 2018 in our university were selected as the experimental class, and 55 students from class 4 of class 2018 of clinical medicine were selected as the control class. The students of the control class implemented the traditional teaching mode, while the students in the experimental class implemented the teaching method of scenario simulation and group case discussion. After the teaching, the students in the experimental class and the control class were evaluated and questionnaires were conducted to compare the two groups of students' academic performance, teaching effect evaluation, excellent grade rate and teaching effect satisfaction. Results show that the scores of solving questions, discussing questions, case analysis and total scores of the experimental class students are significantly higher than the control class (P<; 0.05). the experimental class students' classroom atmosphere, learning interest, knowledge understanding, expression ability and The scores of autonomous learning ability were all higher than those of the control class (P<; 0.05); the test scores of students in the experimental class were higher than the control class (85.71% vs 65.45%, P<; 0.05) The satisfaction of students in the experimental class was significantly higher than that in the control class (94.64% vs 81.82%, P<; 0.05). Compared with the traditional teaching method, scene simulation and group case discussion teaching method in health law teaching has achieved better teaching effect, not only effectively improve students' academic performance, but also improve students' learning enthusiasm and autonomous learning ability, and increase students' satisfaction with the teaching effect.