摘要
目的 探讨BOPPPS联合以问题为基础的教学法(problem-based learning,PBL)在儿科本科生临床见习中的应用效果。方法 随机选取2020年于滨州医学院附属医院见习的124名五年制本科医学专业学生作为研究对象,并根据教学方法不同分为对照组(62名)与试验组(62名),通过基础理论考试成绩、病例分析成绩、教学满意度和教学方法反馈调查结果,比较2种教学方法的教学效果。结果 试验组学生基地理论考试成绩和病例分析成绩[(88.62±2.78)分、(86.85±5.16)分]高于对照组学生[(73.89±8.37)分、(72.58±7.66)分],差异有统计学意义(P <0.05)。试验组学生对教学质量满意度为85.48%,高于对照组学生的67.74%,差异有统计学意义(P <0.05)。试验组学生认为BOPPPS联合PBL教学法在儿科临床见习中增加了对儿科知识的学习兴趣,提高了自主学习能力,拓宽了临床诊疗思维,效果优于对照组,差异有统计学意义(P <0.05)。结论 BOPPPS联合PBL教学法能提高本科生对儿科学知识的掌握程度、提升学生对儿科学的学习兴趣、提高学生自我学习的能力,同时拓宽、规范学生的儿科临床思维。
Objective To explore the application effect of BOPPPS combined with PBL teaching method in clinical internship of pediatric undergraduates.Methods A total of 124 five-year undergraduate medical students who came to Affiliated Hospital of Binzhou Medical College for internship in 2020 were randomly selected as the research object.According to different teaching methods,they were randomly divided into the control group(62 students)and experimental group(62 students).Compared the teaching effectiveness of two teaching methods through theoretical assessment scores,case analysis exam scores,satisfaction with teaching,and feedback survey results on teaching methods.Results The theoretical exam scores and case analysis exam scores of the experimental group students were(88.62±2.78)points and(86.85±5.16)points which were higher than(73.89±8.37)points and(72.58±7.66)points of the control group students with statistical significance(P<0.05).The satisfaction rate of the experimental group students with teaching quality was 85.48%,which was higher than that of the students in control group(67.74%),and the difference was statistically significant(P<0.05).The experimental group of students believed that the combination of BOPPPS and PBL teaching method increased their interest in learning pediatric knowledge,improved their self-learning ability,and expanded their clinical diagnosis and treatment thinking in pediatric clinical internships.The effect was significantly better than that of the control group,and the difference was statistically significant(P<0.05).Conclusion BOPPPS combined with PBL teaching method can improve undergraduates'mastery of pediatric knowledge,enhance students'interest in pediatric learning,improve students'self-learning ability,broaden and standardize students'pediatric clinical thinking.
作者
石涛
段培锋
孙倩倩
吴福玲
SHI Tao;DUAN Peifeng;SUN Qianqian;WU Fuling(Pediatric Teaching and Research Office,Affiliated Hospital of Binzhou Medical College,Binzhou Shandong 256603,China)
出处
《中国继续医学教育》
2024年第6期68-72,共5页
China Continuing Medical Education
基金
山东省高等医学教育研究中心第十批教育科研规划课题(YJKT202186)。
