临床检验医师微生物检验实习带教模式的探讨
Discussion on Teaching Mode of Microbiological Examination Practice for Clinical Laboratory Doctors
贾家豪 1彭叶 1张镓1
作者信息
- 1. 长沙市第三医院检验科,湖南长沙 410000
- 折叠
摘要
目的 探讨临床检验医师微生物检验实习的带教模式.方法 选取2021年1月—2022年12月在长沙市第三医院检验科实习的80名学生为研究对象,随机数字表法分为两组,每组40名.对照组采取传统实习带教模式,而观察组则采取以问题为基础的学习(Problem-based Learning,PBL)联合以案例为基础的学习(Case-based Learning,CBL)教学模式.对比两组结果.结果 观察组的理论考核成绩与操作技能考核成绩高于对照组,差异有统计学意义(P均<0.05);观察组的教学效果各项指标均高于对照组,差异有统计学意义(P<0.05);观察组对教学模式满意度(97.50%)高于对照组(80.00%),差异有统计学意义(χ2=6.135,P<0.05).结论 临床检验医师微生物检验实习带教中开展PBL联合CBL教学模式,与传统带教模式比较,可更好地提升学生的考核成绩,同时提升教学效果,促使实习学生对教学模式更满意.
Abstract
Objective To explore the teaching mode of microbiological examination practice of clinical laboratory doc-tors.Methods A total of 80 students who were interned in the Laboratory Department of Changsha Third Hospital from January 2021 to December 2022 were selected as the study objects,and were divided into two groups of 40 stu-dents each by random number table method.The control group adopted the traditional internship teaching mode,while the observation group adopted the Problem-based Learning(PBL)combined with Case-based Learning(CBL)teach-ing mode.The results of the two groups were compared.Results The theoretical assessment scores and operational skills assessment scores of the observation group were higher than those of the control group,the differences were sta-tistically significant(both P<0.05);the teaching effect indicators of the observation group were higher than those of the control group,the differences were statistically significant(P<0.05);and the satisfaction with the teaching mode of the observation group was 97.50%which was higher than that of the control group(80.00)%,with statistically significant differences(χ2=6.135,P<0.05).Conclusion Compared with the traditional teaching mode,PBL combined with CBL can better improve students'assessment results,improve teaching effect,and make students more satisfied with the teaching mode.
关键词
微生物检验/实习带教/以问题为基础的学习/以案例为基础的学习/教学效果Key words
Microbiological test/Practice teaching/Problem-based learning/Case-based learning/Teaching effect引用本文复制引用
出版年
2024
NETL
NSTL
万方数据