摘要
目的探究CBL融入BOPPPS模式教学方法在神经科实习教学中的应用效果,从而找到一种有效的、适合在神经内科实习教学中推广的方法。方法选择2021-2022年轮转神内一科进行实习的15名临床专业学生作为实验组,选取同期轮转神经内二科的15名临床专业的学生为对照组。实验组予以CBL融入BOPPPS模式教学法进行实习教学,对照组予以传统教学模式进行实习教学。神经内科实习结束时,对轮转两个科室的同学进行考核,考核内容包括针对神经内科常见病的理论知识和实习需要掌握的临床技能进行评估,理论考试为笔答形式,技能为床旁考核形式,同时对两组学生采用问卷调查的方法对实习带教效果进行评价。结果与对照组相比,实验组的理论考核得分(92.53±2.0)分、临床技能考核得分(94.80±2.52)分,均明显高于对照组,差异均具有统计学意义(P<0.05)。针对教学效果而言,同对照组相比,实验组的学生解决问题的能力(87.53±5.6)分、团队合作能力(85.8±6.81)分、临床思维能力(90.13±5.60)分、自主学习能力(85.6±1.62)分、临床实践能力(92±2.97)分,均明显高于对照组,差异均具有统计学意义(P<0.05)。结论在神经内科的实习教学中采用CBL融入BOPPPS模式教学法,可明显地提高实习学生的理论成绩与实践能力,有助于提升教学质量。
Objective This paper explores the application effect of CBL integrated with BOPPPS mode teaching method in the practice teaching of neurology,so as to find an effective method suitable for promotion in the practice teaching of neurology.Methods Fifteen clinical students who were participating internship in the first ward of department of Neurology from 2021 to 2022 were selected as the experimental group,and 15 clinical students who were in the second ward of department of neurology during the same period were selected as the control group.The students in the experimental group received CBL combined BOPPPS model teaching method for practice teaching,while thestudents in control group received the traditional teaching model for practice teaching.At the end of the practice in neurology department,the students in the two groups will be assessed.The assessment content includes the assessment of the theoretical knowledge of common neurology diseases and the clinical skills required for the practice.The theoretical exam is in the form of written answers,and the skills are in the form of bedside assessment.At the same time,the two groups of students were evaluated by the method of questionnaire survey.Results Theoretical assessment score(92.53±2.0)and clinical skill assessment score(94.80±2.52)of the experimental group were significantly higher than those of the control group,and the differences were statistically significant(P<0.05).In terms of teaching effect,the scores of problem-solving ability(87.53±5.6),teamwork ability(85.8±6.81),clinical thinking ability(90.13±5.60),and autonomous learning ability(85.6±1.62),clinical practice ability(92±2.97)in the experimental group were significantly higher than those of the control group,the differences were statistically significant(P<0.05).Conclusions Adopting CBL into the BOPPPS mode teaching method in the practice teaching of neurology could significantly improve the theoretical performance and practical ability of the students,and help to improve the quality of te
作者
秦迎辉
李莉
潘云志
齐婷婷
黄丽娟
Qin Yinghui;Li Li;Pan Yunzhi;Qi Tingting;Huang Lijuan(The first ward of department of neurology,the third affiliated hospital of Qiqihar Medical College,Qiqihar,Heilongjiang,161000,China)
出处
《齐齐哈尔医学院学报》
2022年第3期271-275,共5页
Journal of Qiqihar Medical University
基金
齐齐哈尔医学院2021年教育科研项目(QYJY20210242)。
