摘要
目的探讨不同教学方式在白血病亚专科临床研究生教学中的应用效果。方法选取2019届研究生100名,随机平均分为两组,A组予以MDT+TBL+CBL教学,B组予以思维导图+PBL的教学方式,对比两组教学效果。结果两组研究生教学后满意度情况,结果显示,两组总体满意度均>90%,A组满意率为92%,B组满意率为96%,差异无统计学意义(χ^(2)=0.177,P>0.05)。两组研究生理论知识与实践能力考核结果显示,A组实践能力得分高于B组,且差异有统计学意义(t=2.057,P<0.05);而B组理论知识得分高于A组,差异有统计学意义(t=2.595,P<0.05);两组考核成绩均合格。结论两种多模式结合的教学方式在白血病亚专科临床研究生教学中均取得了良好的教学效果。
Objective To explore the application effect of different teaching methods in the teaching of clinical postgraduates in the subspecialty of leukemia.Methods Selected 100 graduate students enrolled in September 2019 and randomly divided into two groups.Group A was given MDT+TBL+CBL teaching,group B was given a mind map+PBL teaching method,and the teaching effects of the two groups were compared.Results The post-teaching satisfaction of the two groups of graduate students showed that the overall satisfaction of the two groups was greater than 90%,the satisfaction rate of group A was 92%,and the satisfaction rate of group B was 96%.The difference was not statistically significant(χ^(2)=0.177,P>0.05).The theoretical knowledge and practical ability assessment results of the two groups of graduate students showed that the practical ability score of group A was higher than that of group B,and the difference was statistically significant(t=2.057,P<0.05);while the theoretical knowledge score of group B was higher than that of group A,and the difference was statistically significant(t=2.595,P<0.05);the two groups were qualified.Conclusion The two multi-mode combined teaching methods have achieved good teaching effects in the teaching of clinical postgraduates in the subspecialty of leukemia.
作者
曹江
李莉
徐开林
韩笑
程海
CAO Jiang;LI Li;XU Kailin;HAN Xiao;CHENG Hai(Department of Hematology,Affiliated Hospital of Xuzhou Medical University,Xuzhou,Jiangsu Province,221002 China;Department of Gastroenterology,Affiliated Hospital of Xuzhou Medical University,Xuzhou,Jiangsu Province,221002 China)
出处
《中国卫生产业》
2021年第7期114-116,共3页
China Health Industry
关键词
白血病
亚专科
教学方式
研究生
教学效果
Leukemia
Sub-specialty
Teaching methods
Graduate students
Teaching effect
