摘要
目的探索网络环境下以问题为导向的教学方法(problem-basedlearning,PBL)结合翻转课堂(flipped classroom)教学模式在临床医学5+3一体化专业《皮肤性病学》教学中的应用。方法选取安徽医科大学2018级临床医学5+3一体化专业共87名学生作为研究对象,随机分为试验组(n=29)和对照组(n=58)。试验组采用“雨课堂”结合PBL翻转课堂的教学模式,对照组采用“雨课堂”直接讲授法直播授课教学模式,比较两种教学模式对教学效果的影响,为教学方法的推广积累经验。结果试验组和对照组学生期末理论考试成绩差异无统计学意义(P>0.05);在对两种授课模式的评价比较中,两组学生对两种教学模式的满意度无明显差异(P>0.05),学生对PBL翻转课堂授课模式也没有表现出更高偏好(P>0.05)。试验组分别有72.41%、86.21%和89.66%的学生认为PBL翻转课堂授课模式有助于提高学习积极性(P=0.02)、有助于理解课程内容(P=0.02)、对学习效果和效率的提高有帮助(P=0.01),但PBL翻转课堂授课模式占用了学生过多业余时间(P=0.009),且带来了过多的负担和压力(P=0.002)。在学生自我评估的比较中,PBL翻转课堂教学模式可提高临床思考能力(P=0.01)和获取知识的能力(P=0.008),不同教学模式下的学生对于“有助于提高沟通技巧”、“提高了演讲和表达观点的能力”和“提高了科学思维能力”的回答没有显著差异(P>0.05)。结论PBL翻转课堂应用于临床医学5+3一体化专业《皮肤性病学》的教学中,可提高学生的学习积极性及学习效果,而且进一步培养了学生的临床思考能力和获取知识的能力,该方法在《皮肤性病学》的教学中值得推广。
Objective To explore the application of problem-based learning(PBL)combined with flipped classroom teaching in the teaching of dermatology and venereology for the 5+3 integrative model of clinical medicine on the internet.Methods A total of 87 students from the clinical medicine 5+3 integrative model of Anhui Medical University in 2018 were selected as the research objects,and were divided into the observation group(n=29)and the control group(n=58).The observation group adopted the teaching mode of PBL combined with flipped classroom,and the control group adopted the direct teaching model,all were performed in the"rain classroom".Compared the impact of the two teaching models on the teaching effect to accumulate experience for the promotion of teaching methods.Results There was no significant difference in the final theoretical examination scores between the observation group and the control group(P>0.05).In the evaluation and comparison of the two teaching models,there was no significant difference between the two groups of students in their satisfaction with the two teaching models(P>0.05),and students did not show a higher preference for the PBL combining flipped classroom teaching mode(P>0.05).However,72.41%,86.21%and 89.66%of students believed that the PBL combined with flipped classroom teaching model is helpful in improving learning enthusiasm(P=0.02),understanding course content(P=0.02),and improving learning effect and efficiency(P=0.01),respectively.On the other hand,the PBL combined with flipped classroom teaching model was perceived to take up too much spare time for students(P=0.009)and place excessive burden and pressure(P=0.002).In terms of students’self-assessment,the PBL combined with flipped classroom teaching model improved their clinical thinking ability(P=0.01)and knowledge acquisition ability(P=0.008).There was no significant difference in the students’responses to"help improve communication skills","improve the ability to speak and express ideas"and"improve the ability to think scientif
作者
汤华阳
段大威
董丽萍
唐先发
郭泽
刘盛秀
王培光
高敏
TANG Hua-yang;DUAN Da-wei;DONG Li-ping(Department of Dermatology,the First Affiliated Hospital of Anhui Medical University,Hefei 230022,China)
出处
《实用皮肤病学杂志》
2023年第4期238-241,共4页
Journal of Practical Dermatology
基金
安徽省教学质量工程项目-皮肤性病学,安徽省教学研究重点项目(2019jyxm0978)
2021年安徽医科大学校级质量工程项目(2021xjPBL26)
2018-2019年度安徽医科大学国际教育类质量工程项目
