摘要
目的 探究以成果导向教育(outcomes-based education,OBE)为基础的多元教学模式在实验诊断学教学中的应用效果。方法 2022年2—8月,选取河北大学2019级临床专业3班、4班学生作为研究对象,共计159名学生,将3班79名学生作为对照组,4班80名为试验组。对照组学生应用传统教学模式教学,试验组学生应用以OBE为导向的多元教学模式教学,比较两组学生的总成绩、笔试成绩、课堂提问+出勤成绩,并从多维度对教学满意度进行调查,对比分析两组学生的学习效果。结果 试验组总成绩、笔试成绩高于对照组,差异有统计学意义(P <0.05);两组课堂提问+出勤成绩比较,差异无统计学意义(P> 0.05)。试验组学生对教学的课程设计、教学方法、教学内容、学习兴趣、学习效率、检验报告解读能力、临床思维培养能力的满意度均高于照组,差异有统计学意义(P <0.05)。结论OBE导向的多元教学模式在实验诊断学教改中的应用提高了学生的学习能力、学习兴趣、团结合作和沟通能力,有助于培养适应医学发展所需要的具有创新能力的实用型医学人才。
Objective To explore the effect of OBE-oriented multiple teaching model in the teaching of experimental diagnosis course.Methods A total of 159 students from Class 3 and Class 4 of 2019 clinical major in Hebei University from February to August 2022 were selected as the research objects,79 students from Class 3 were selected as the control group,and 80 students from class 4 were selected as the experimental group.The students in the control group were taught in the traditional teaching mode,while the students in the experimental group were taught in the OBE-oriented multiple teaching mode.The total scores,written scores,classroom questions and attendance scores of the students in the two groups were compared,and the teaching satisfaction was investigated from multiple dimensions,and the learning effects of the students in the two groups were compared and analyzed.Results The total scores and written test scores of test groups were higher than those of control group,and the differences were statistically significant(P<0.05).There was no significant difference between the two groups in classroom questioning and attendance(P>0.05).The satisfaction of the experimental group on the teaching course design,teaching method,teaching content,learning interest,learning efficiency,test report interpretation ability and clinical thinking training ability was higher than those of the control group,and the difference was statistically significant(P<0.05).Conclusion The application of OBE-oriented multiple teaching mode in the teaching reform of experimental diagnostics improves students'learning ability,learning interest,unity,cooperation and communication ability,and helps to cultivate practical medical talents with innovative ability to adapt to the needs of medical development.
作者
秦岩
刘斌
梁思
倪志宇
王彦
王建国
赵明慧
史建红
QIN Yan;LIU Bin;LIANG Si;NI Zhiyu;WANG Yan;WANG Jianguo;ZHAO Minghui;SHI Jianhong(Department of Inspection Teaching and Research,Affiliated Hospital of Hebei University/School of Clinical Medicine College,Baoding Hebei 071000,China;Department of Education,Affiliated Hospital of Hebei University/School of Clinical Medicine College,Baoding Hebei 071000,China;Department of Imaging Teaching and Research,Affiliated Hospital of Hebei University/School of Clinical Medicine College,Baoding Hebei 071000,China)
出处
《中国继续医学教育》
2024年第1期10-13,共4页
China Continuing Medical Education
基金
国家自然科学基金项目(82273463
82103181)
中华医学会医学教育分会和中国高等教育学会医学教育专业委员会医学教育研究课题(20A0643)
河北省高等教育教学改革研究与实践项目(2021GJJG012)
河北省自然科学基金项目(C2020201052)
河北大学第十批教学改革研究项目(2023XJJG066)。
关键词
OBE教学模式
多元教学模式
诊断学
实验诊断学
教学改革
应用研究
OBE teaching mode
multiple teaching model
diagnosis
experimental diagnosis
teaching reform
applied research
