摘要
目的探讨基于SPOC的翻转课堂教学设计在教学活动设计模型中的指导意义。方法选择本院2015级全部影像本科生194名与2016级全部影像本科生202名作为研究对象,其中2015级为对照组,2016级为实验组。对照组予以传统课堂授课模式,实验组予以SPOC+翻转课堂教学模式,比较两组学生的教学效果。结果经过两种不同教学模式教学后,实验组学生超声临床思维能力评分(87.63±5.15)分,高于对照组的(78.36±4.69)分(P<0.05);实验组学生临床人文沟通能力评分(90.67±3.47)分,高于对照组的(80.41±4.80)分(P<0.05);教师对学生评价及学生对课程评价,实验组均好于对照组(P<0.05)。结论在超声诊断教学中SPOC+翻转课堂教学模式具有显著效果,不仅能提高学生的超声临床思维能力及人文沟通能力,还能提高学生的学习兴趣。为培养社会与岗位需求的优秀超声医生打下基础,能够为医学本科教育的开展提供参考。
Objective To explore the guidance significance of SPOC based flipping class teaching design in Teaching activity design model.Methods 194 undergraduates majored in imaging of grade 2015 and 202 imaging undergraduates of grade 2016 of our college were selected as the research objects.The students of grade 2015 were divided into control group and the students of grade 2016 were included in the experimental group.The control group was given the traditional classroom teaching mode,and the experimental group was given SPOC plus flipped classroom teaching mode.The effects of the teaching were compared between the two groups.Results After been taught by two different teaching modes,the clinical thinking ability of ultrasonography in the experimental group(87.63±5.15)was higher than that in the control group(78.36±4.69),with statistically significant(P<0.05);clinical humanistic communication ability in experimental group(90.67±3.47),which was higher than that in the control group(80.41±4.80),the difference was statistically significant(P<0.05);The teachers’evaluation of students and students’evaluation of courses in the experimental group were better than those in the control group(P<0.05).Conclusions SPOC plus flipped classroom teaching mode has significant effect in ultrasonic diagnosis teaching,which could not only improve students’ultrasonic clinical thinking ability and humanistic communication ability,but also improve students’learning interest.It could lay a foundation for the cultivation of excellent ultrasound doctors in accordance with social and job needs,and provide a reference for the development of medical undergraduate education.
作者
李醒
桑鋆智
刘慧临
张英慧
白连杰
LI Xing(The second affiliated hospital of Qiqihar Medial College,Qiqihar,Heilongjiang,161000,China)
出处
《齐齐哈尔医学院学报》
2021年第12期1070-1074,共5页
Journal of Qiqihar Medical University
基金
齐齐哈尔医学院教育科学研究项目(QYJY20190202)。
