摘要
目的探讨BOPPPS教学模式在临床医学骨外科专业本科教学中的应用效果,为促进临床医学教学改革提供参考。方法选取湖北理工学院第二附属医院2019级及2020级临床医学专业共99名学生作为研究对象,2019级50名学生为对照组,2020级49名学生为试验组,两组教学由同一组教师进行,采用相同的授课教材,均按高校教学大纲要求内容及课时数进行教学,对照组用传统模式教学,试验组用BOPPPS教学模式。教学结束后利用康奈尔大学医学教育相关研究设计调查问卷和两组课后考试成绩(包括专业理论知识考试及临床病案分析考试),综合评估评价教学效果,并进行统计学分析。结果调查问卷中BOPPPS教学模式的试验组学生在鼓励同学进行课堂讨论、鼓励同学独立思考、充分利用了课堂时间、提升了同学对本专业的兴趣项目中总体得分高于传统教学的对照组,差异有统计学意义(P<0.05);试验组专业理论知识得分为(78.54±7.98)分、临床病案分析考试得分为(89.32±8.68)分,均高于对照组的(71.28±8.31)、(78.31±7.61)分,差异有统计学意义(P<0.05)。结论BOPPPS教学模式能提高临床医学课堂教学的有效性,并有助于提升学生学习主动性和思考能力,可以在临床教学中推广。
Objective To explore the application effect of the BOPPPS teaching model in undergraduate teaching of clinical orthopedic surgery,and provide reference for promoting clinical medical teaching reform.Methods A total of 99 students majoring in clinical medicine from the Second Affiliated Hospital of Hubei University of Technology in 2019 and 2020 were selected as the research subjects.A control group of 50 students from the 2019 cohort and an experimental group of 49 students from the 2020 cohort were selected.Both groups were taught by the same group of teachers,using the same teaching materials and teaching according to the requirements of the university's teaching syllabus and class hours.The control group received traditional teaching mode,while the experimental group received BOPPPS teaching mode.After the teaching was completed,a survey questionnaire and two sets of after-school exam scores(including professional theoretical knowledge exams and clinical case analysis exams)was designed using research related to medical education at Cornell University.The teaching effectiveness will be comprehensively evaluated and statistically analyzed.Results In the survey questionnaire,the experimental group students of the BOPPPS teaching mode scored higher than the control group of traditional teaching in encouraging classroom discussions,encouraging independent thinking,making full use of classroom time,and improving students'interest in the field,with statistical significances(P<0.05).The scores of professional theoretical knowledge and clinical case analysis in the experimental group were(78.54±7.98)and(89.32±8.68)points respectively,which were higher than those of the control group(71.28±8.31)and(78.31±7.61)points,and the differences were statistically significant(P<0.05).Conclusion The BOPPPS teaching model can improve the effectiveness of clinical medicine classroom teaching and help enhance students'learning initiative and thinking ability,which can be promoted in clinical teaching.
作者
尤雪娇
陈敬煌
张桃根
彭方成
王贤月
YOU Xuejiao;CHEN Jinghuang;ZHANG Taogen;PENG Fangcheng;WANG Xianyue(Department of Traditional Chinese Medicine,the Second Affiliated Hospital of Hubei Polytechnic University,Hubei Province,Daye 435100,China;Department of Orthopedics,the Second Affiliated Hospital of Hubei Polytechnic University,Hubei Province,Daye 435100,China)
出处
《中国当代医药》
CAS
2024年第28期145-148,155,共5页
China Modern Medicine
基金
湖北理工学院校级教育教学改革研究项目(2022C42)。
