目的探讨以成果为导向(Outcome Based Education,OBE)联合情景模拟教学法用于临床产科教学的价值。方法选择2023年1月—2024年1月于苏州市立医院产科实习的60名实习生为研究对象,经抽签法分为两组,对照组采取传统模式开展教学活动,观察...目的探讨以成果为导向(Outcome Based Education,OBE)联合情景模拟教学法用于临床产科教学的价值。方法选择2023年1月—2024年1月于苏州市立医院产科实习的60名实习生为研究对象,经抽签法分为两组,对照组采取传统模式开展教学活动,观察组采取OBE联合情景模拟教学法开展教学活动。对比两组实习生的理论知识、实践操作成绩,以及自主学习能力。结果观察组实习生的理论知识及实践操作成绩均高于对照组,差异有统计学意义(P均<0.05);观察组的自主学习能力高于对照组,差异有统计学意义(P均<0.05)。结论OBE联合情景模拟教学法用于产科教学活动效果明显,能够有效提高实习生的理论及实践成绩,提高学生自主学习能力。展开更多
目的:探讨与分析教案学案一体化联合案例基础学习(Case-Based Learning, CBL)模式在妇产科教学中的应用价值。方法:研究时间为2022年9月到2023年12月,选择我院2022~2023学年临床本科班52例学生作为研究对象,根据随机数字表法把52例学生...目的:探讨与分析教案学案一体化联合案例基础学习(Case-Based Learning, CBL)模式在妇产科教学中的应用价值。方法:研究时间为2022年9月到2023年12月,选择我院2022~2023学年临床本科班52例学生作为研究对象,根据随机数字表法把52例学生分为实验组26例与对照组26例。两组理论授课及临床示教均为同一组教师授课,对照组使用填鸭式教学方法,实验组采取教案学案一体化联合CBL教学模式,两组的教学观察时间为3个月。结果:教学3个月后实验组的理论成绩与操作成绩都显著高于对照组(P Objective: To explore and analyze the application value of the integrated teaching plans and learning plans combined with case-based learning (CBL) model in obstetrics and gynecology teaching. Methods: The research period was from September 2022 to December 2023, and 52 clinical undergraduate students from our hospital’s 2022~2023 academic year were selected as the research subjects. According to the random number table method, 52 students were divided into an experimental group of 26 cases and a control group of 26 cases. Both theoretical and clinical demonstrations were taught by the same group of teachers. The control group used a cramming teaching method, while the experimental group adopted an integrated teaching plans and learning plans combined with CBL model. The teaching observation period for both groups was 3 months. Results: After 3 months of teaching, the theoretical and operational scores of the experimental group were significantly higher than those of the control group (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group and the control group after 3 months of teaching were significantly higher than before teaching (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group after 3 months of teaching were significantly higher than those of the control group (P < 0.05). After 3 months of teaching, the overall satisfaction rate of the experimental group was 100.00%, while that of the control group was 84.62%. The experimental group was significantly higher than the control group (P < 0.05). Conclusion: The application of integrated teaching plans and learning plans combined with CBL in obstetrics and gynecology teaching can improve students’ theoretical and operational grades, as well as enhance their clinical diagnosis and treatment thinking ability, thereby improving their overall satisfaction with teaching.展开更多
文摘目的探讨以成果为导向(Outcome Based Education,OBE)联合情景模拟教学法用于临床产科教学的价值。方法选择2023年1月—2024年1月于苏州市立医院产科实习的60名实习生为研究对象,经抽签法分为两组,对照组采取传统模式开展教学活动,观察组采取OBE联合情景模拟教学法开展教学活动。对比两组实习生的理论知识、实践操作成绩,以及自主学习能力。结果观察组实习生的理论知识及实践操作成绩均高于对照组,差异有统计学意义(P均<0.05);观察组的自主学习能力高于对照组,差异有统计学意义(P均<0.05)。结论OBE联合情景模拟教学法用于产科教学活动效果明显,能够有效提高实习生的理论及实践成绩,提高学生自主学习能力。
文摘目的:探讨与分析教案学案一体化联合案例基础学习(Case-Based Learning, CBL)模式在妇产科教学中的应用价值。方法:研究时间为2022年9月到2023年12月,选择我院2022~2023学年临床本科班52例学生作为研究对象,根据随机数字表法把52例学生分为实验组26例与对照组26例。两组理论授课及临床示教均为同一组教师授课,对照组使用填鸭式教学方法,实验组采取教案学案一体化联合CBL教学模式,两组的教学观察时间为3个月。结果:教学3个月后实验组的理论成绩与操作成绩都显著高于对照组(P Objective: To explore and analyze the application value of the integrated teaching plans and learning plans combined with case-based learning (CBL) model in obstetrics and gynecology teaching. Methods: The research period was from September 2022 to December 2023, and 52 clinical undergraduate students from our hospital’s 2022~2023 academic year were selected as the research subjects. According to the random number table method, 52 students were divided into an experimental group of 26 cases and a control group of 26 cases. Both theoretical and clinical demonstrations were taught by the same group of teachers. The control group used a cramming teaching method, while the experimental group adopted an integrated teaching plans and learning plans combined with CBL model. The teaching observation period for both groups was 3 months. Results: After 3 months of teaching, the theoretical and operational scores of the experimental group were significantly higher than those of the control group (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group and the control group after 3 months of teaching were significantly higher than before teaching (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group after 3 months of teaching were significantly higher than those of the control group (P < 0.05). After 3 months of teaching, the overall satisfaction rate of the experimental group was 100.00%, while that of the control group was 84.62%. The experimental group was significantly higher than the control group (P < 0.05). Conclusion: The application of integrated teaching plans and learning plans combined with CBL in obstetrics and gynecology teaching can improve students’ theoretical and operational grades, as well as enhance their clinical diagnosis and treatment thinking ability, thereby improving their overall satisfaction with teaching.
