首页|SPOC教学模式联合CBL教学法在超声诊断学教学中的应用研究

SPOC教学模式联合CBL教学法在超声诊断学教学中的应用研究

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目的 研究和分析在超声诊断学教学中应用小规模限制性在线课程(small private online course,SPOC)教学模式联合案例教学法(case-based learning,CBL)的教学效果.方法 将 200 名于 2020 年 1-10 月在齐齐哈尔医学院附属第二医院进行超声影像实习的学生纳入至对照组,将189名于2021年1月—2021年10月在齐齐哈尔医学院附属第二医院进行超声影像实习的学生纳入至观察组,对照组学生所用教学方法为传统教学模式,观察组学生所用教学方法为SPOC教学模式联合CBL教学法,调查和对比2组教学效果,对比2组学生基础知识、实践技能、临床思维成绩以及2组学生教学评价.结果 观察组的教学效果优于对照组,差异有统计学意义(P<0.001).观察组理论知识成绩为(87.47±2.41)分、实践技能成绩为(85.56±2.15)分、临床思维成绩为(88.63±5.82)分,均高于对照组的(82.52±2.57)分、(82.01±1.74)分和(81.64±5.87)分,差异有统计学意义(P<0.001).观察组学生完整描述超声图特征及部分描述超声图特征占比高于对照组学生,差异均有统计学意义(P<0.05).结论 将SPOC教学模式联合CBL教学法应用于超声诊断学教学过程中能够有效激发学生的学习兴趣和学习积极性,可丰富其理论知识、强化其操作技能并有助于培养和增强学生的临床思维能力,能够使教学效果得到提高,可准确描述超声图特征,对于提升教学质量和教学水平有重要意义.
Research on the Application of SPOC Teaching Model Combined With CBL Teaching Method in Ultrasonic Diagnosis Teaching
Objective To study and analyze the teaching effect of small private online course(SPOC)combined with case-based learning(CBL)in ultrasonic diagnostics teaching.Methods A total of 200 students who had practiced ultrasound imaging in the Second Affiliated Hospital of Qiqihar Medical College from January 2020 to October 2020 were included in the control group,and 189 students who had ultrasound imaging practice in the Second Affiliated Hospital of Qiqihar Medical College from January 2021 to October 2021 were included in the observation group.The traditional teaching mode was used in the control group,while the SPOC teaching model combined with CBL teaching method was used in the observation group.The teaching effects of the two groups were investigated and compared,and the scores of basic knowledge,practical skills,clinical thinking and teaching evaluation of the two groups were compared.Results The teaching effect of the observation group was better than that of the control group,the difference was statistically significant(P<0.001).The basic knowledge score of the observation group was(87.47±2.41)points,the practical skills score was(85.56±2.15)points,and the clinical thinking score was(88.63±5.82)points,all of which were higher than the control group[(82.52±2.57)points,(82.01±1.74)points,and(81.64±5.87)points],the difference was statistically significant(P<0.001).The proportion of students in the observation group with complete and partial description of ultrasound features was higher than that in the control group,and the differences were statistically significant(P<0.05).Conclusion The application of the SPOC teaching model combined with CBL teaching method in the teaching process of ultrasonic diagnosis can effectively stimulate students'learning interest and enthusiasm,enrich their theoretical knowledge,strengthen their operational skills,and help to cultivate and enhance students'clinical thinking ability,which can significantly improve the teaching effect and accurately describe the characteristics of ultrasonography.It is of great significance to improve teaching quality and teaching level.

ultrasonic diagnosticscase-based learningbasic knowledgepractical skillsclinical thinking abilityultrasonic feature

李醒、桑鋆智、吕伟扬、白连杰、刘慧临、张英慧、刘洋、施胜龙

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齐齐哈尔医学院附属第二医院超声科,黑龙江 齐齐哈尔 161000

超声诊断学 案例教学法 基础知识 实践技能 临床思维能力 超声图特征

2024

中国继续医学教育

中国继续医学教育

影响因子:2.564
ISSN:1674-9308
年,卷(期):2024.16(20)