摘要
目的探究虚拟仿真实践教学平台对核医学教学质量、学生综合能力的影响。方法选择重庆医科大学附属第二医院核医学科42名学生为研究对象,对2021年9—12月(第一学期)和2022年3—6月(第二学期)教学效果进行研究,第一学期采用传统教学模式,第二学期采用虚拟仿真实践教学平台教学,对比两学期核医学教学质量、学生综合能力以及学生教学满意度。结果教学前,学生在两学期内教学质量对比,差异无统计学意义(P>0.05),教学后,第二学期学生辐射危害、教学效果、教学成本、操作真实性、实验安全性、学生接受性等维度评分均高于第一学期,差异有统计学意义(t=6.134、8.361、7.546、8.264、7.227、5.200,P<0.05);教学前,两组学生综合能力比较差异不显著(P>0.05),教学后,第二学期学生独立操作能力、观察事物能力、动手能力、解决问题能力、思维发散能力、寻求真相能力、思想开放水平、认知成熟度评分高于第一学期,差异有统计学意义(t=22.677、21.099、16.954、17.401、20.208、11.271、15.405、5.918,P<0.05);第二学期学生教学满意度90.48%高于第一学期50.00%,差异有统计学意义(χ^(2)=16.458,P<0.05)。结论核医学科教学过程中使用虚拟仿真实践教学平台能从整体上提高医学教学质量,提升学生综合能力,使学生更加满意科室教学方式以及教学内容。
Objective To investigate the impact of virtual simulation practice teaching platform on the quality of nuclear medicine teaching and students'comprehensive ability.Methods Forty-two students from the Department of Nuclear Medicine of the Second Affiliated Hospital of Chongqing Medical University were selected as the study subjects.The teaching effects were studied from September to December 2021(first semester)and March to June 2022(second semester).The traditional teaching mode was used in the first semester and the virtual simulation practice teaching platform was used to teach in the second semester.The quality of nuclear medicine teaching,students'overall ability and students'satisfaction with teaching were compared between the two semesters.Results Before teaching,there was no statistically significant difference between the teaching quality of students in the two semesters(P>0.05).After teaching,students'ratings of radiation hazards,teaching effectiveness,teaching cost,operational realism,experimental safety,and student acceptability dimensions were higher in the second semester than in the first semester,and the differences were statistically significant(t=6.134,8.361,7.546,8.264,7.227,5.200,P<0.05).Before teaching,there was no statistically significant difference between the two groups in comparing students'general abilities(P>0.05).After teaching,students'independent operation ability,ability to observe things,hands-on ability,problem-solving ability,divergent thinking ability,truth-seeking ability,open-mindedness level,and cognitive maturity scores were higher in the second semester than in the first semester,the difference was statistically significant(t=22.677,21.099,16.954,17.401,20.208,11.271,15.405,5.918,P<0.05).Student satisfaction with teaching in the second semester was 90.48%higher than 50.00%in the first semester,the difference was statistically significant(χ^(2)=16.458,P<0.05).Conclusion The use of virtual simulation practice teaching platform in the teaching process of nuclear medicine department can improve the quality of medical teaching as a whole,enhance the comprehensive ability of students,and make students more satisfied with the teaching method of the department as well as the teaching content.
作者
郑晨曦
袁耿彪
任建丽
范永增
熊亚岚
饶茂华
ZHENG Chenxi;YUAN Gengbiao;REN Jianli;FAN Yongzeng;XIONG Yalan;RAO Maohua(Department of Nuclear Medicine,the Second Affiliated Hospital of Chongqing Medical University,Chongqing,400010 China;Department of Ultrasound,the Second Affiliated Hospital of Chongqing Medical University,Chongqing,400010 China)
出处
《中国卫生产业》
2022年第21期5-9,共5页
China Health Industry
基金
重庆医科大学关于2021年未来医学青年创新团队支持计划项目(W0026)
2019年重庆市研究生教育教学改革研究项目(yig193056)。
关键词
虚拟仿真实践教学平台
核医学
教学质量
学生综合能力
Virtual simulation practice teaching platform
Nuclear medicine
Teaching quality
Students'comprehensive ability
