摘要
目的 探讨慕课联合以案例为基础的教学(CBL)混合模式教学在分子诊断实习带教中应用和效果.方法 以2021年7 月至2022年3 月在义乌復元第一医院实习的30名学生为对照组,2022年7 月至2023年3 月同院实习的35名学生为观察组,观察组授课方式采用慕课联合CBL混合模式教学,对照组采用传统教学.教学前后对两组学生进行理论知识、实践操作技能、自主学习能力、临床专业思维能力评估.结果 教学后,观察组实践操作成绩明显高于对照组,差异有统计学意义(t=10.46,P＜0.05),但两组理论成绩无明显差异(t=1.60,P＞0.05).观察组协作学习能力、自我监控与调节能力、获取及处理信息能力均明显高于对照组,差异均有统计学意义(t分别=4.42、2.50、1.96,P均＜0.05),开阔思维能力、探索真相能力、系统分析能力、求知欲、自信心评分均高于对照组,差异均有统计学意义(t分别=4.36、1.87、3.88、3.47、4.47,P均＜0.05).结论 慕课联合CBL混合模式教学应用效果良好,值得推荐在分子诊断教学中应用.
Abstract
Objective To explore the application and effect of MOOC combined with CBL mixed mode teaching in mo-lecular diagnosis practice teaching.Methods Thirty students interning in Yiwu Fuyuan First Hospital from July 2021 to March 2022 were selected as the control group,and 35 students admitted from July 2022 to March 2023 were selected as the observation group.The observation group was taught by MOOC combined with CBL,while the control group was taught by traditional teaching.Before and after practice,the theoretical knowledge,practical operation skills,independent learning ability,clinical professional thinking ability were compared.Results After teaching,the observation group's practical operation scores was significantly higher than the control group,with statistical significance(t=10.46,P＜0.05),but there was no significant difference in theoretical scores between the two groups(t=1.60,P＞0.05).The scores of col-laborative learning ability,self-monitoring and regulation ability,and information acquisition and processing ability of the observation group were significantly higher than the control group,with statistical significance(t=4.42,2.50,1.96,P＜0.05).The scores of open thinking ability,truth exploration ability,systematic analysis ability,curiosity,and self-confi-dence of the observation group were all higher than the control group,with statistical significance(t=4.36,1.87,3.88,3.47,4.47,P＜0.05).Conclusion MOOC combined with CBL mixed mode teaching has good effect,and it is recommend-ed to be applied in molecular diagnosis teaching.
基金项目
杭州医学院2022年度校级本科教学改革创新项目(FYJG202238)
NETL
NSTL
万方数据