摘要
目的探讨GasMan软件模拟教学法(CBS)在吸入麻醉课程教学中的应用价值。方法选取2016年9~12月武汉大学第二临床学院(以下简称"我校")临床医学专业本科生100人,随机分为对照组(C组)和试验组(T组),每组50人。分别采用不同的教学方式:C组理论课和实践课均采用传统讲授式教学法(LBL);T组理论课采用LBL,实践课采用CBS。由我校教学专家对两种授课方式进行随堂教学评分(记为:专家评分),示教结束后让学生填写教学效果评价表,对教学效果进行匿名评分(记为:学生评分),并调查学生对该教学方式的满意度。本课程结束后让学生参加课程考试,比较两种教学方式的教学效果。结果 C组和T组理论课的专家评分与学生评分差异均无统计学意义(P>0.05);T组实践课的专家评分与学生评分均高于C组(P<0.05);T组问卷中"激发学习兴趣""提高学习效率""便于记忆""逻辑性强""提高分析能力""提高应用能力""内容易理解"项目的满意度显著高于C组,差异有统计学意义(P<0.05);T组课程考试的总成绩平均分显著高于C组(P<0.05)。结论与传统的教学方法相比,GasMan软件模拟教学可以激发学生学习兴趣,增加学习主动性,活跃课堂气氛,提高教学效果。
Objective To explore the application value of GasMan computer-based simulation（CBS） teaching method in the teaching of inhalation anesthesia. Methods 100 clinical medicine undergraduates in the Second Clinical Hospital of Wuhan University（ ＂our school＂ for short） from September to December 2016 were included. They were randomly divided into the control group（group C） and the experiment group（group T）, each group had 50 subjects. Group C was given lecture based learning（LBL） teaching method in both theoretical lessons and practical lessons, while group T was given LBL teaching method in theoretical lessons and CBS teaching method in practical lessons. Each teaching method was scored by experts in the class（expert ratings）. After the end of the class, the study effect and the satisfaction degree of the two groups of students were investigated by filled teaching effect evaluation（student ratings） and questionnaire. After the course ends, all students took examination and the results were compared between groups to evaluate the teaching effect. Results The expert ratings and student ratings of theoretical lessons did not differ significantly between the two groups（P〈0.05）. However,the expert ratings and student ratings of practical lessons of group T were significantly higher than those of group C（P〈0.05）. Group T also got higher satisfaction degrees in questionnaires of learning interests, study efficiency, memorize, logical thoughts, ability of analysis and solving problems and understand ability than those of group C（P〈0.05）. Compared to group C, the group T had a higher average ranks（P〈0.05）. Conclusion Compared to LBL teaching method, the GasMan CBS teaching method can effectively stimulate learning enthusiasm of students, increase learning initiative, activate classroom atmosphere and improve the teaching effect.
作者
柯剑娟
陈超
吴云
张宗泽
KE Jianjuan CHEN Chao WU Yun ZHANG Zongze(Department of Anesthesiology, Zhongnan Hospital of Wuhan University, Hubei Province, Wuhan 430071, China)
出处
《中国医药导报》
CAS
2017年第22期149-153,共5页
China Medical Herald
关键词
模拟教学
麻醉学
GasMan软件
吸入麻醉
Simulate teaching
Anesthesiology
GasMan software
Inhalation anesthesia
