摘要
目的探讨多模式融合教学法在骨科临床教学中的实施效果。方法选取2020年1月—2023年1月广西医科大学第一附属医院骨科参与临床教学的85名学员为研究对象,根据不同教学法将入选者进行分组,对照组42名学员接受传统教学法,研究组43名学员多模式融合教学法,比较两组的考核成绩、自主学习能力与自我效能、教学认可度、教学满意度。结果教学前,两组学员理论知识、病例分析、诊疗技能考核成绩比较,差异无统计学意义(P均>0.05)。教学后,研究组理论知识、病例分析、诊疗技能考核成绩评分别为(36.41±2.67)分、(26.17±2.15)分、(25.53±3.02)分,高于对照组的(34.76±2.52)分、(23.13±1.62)分、(23.45±2.37)分,差异有统计学意义(P均<0.05)。教学前,两组学员自主学习能力与自我效能评分比较,差异无统计学意义(P均>0.05)。教学后,研究组各项评分均高于对照组,差异有统计学意义(P<0.05)。教学后,研究组学员对各项教学指标的认可度、对教学模式各条目的满意度分均较对照组高,差异有统计学意义(P均<0.05)。结论多模式融合教学法有助于提升学员考核成绩,在骨科临床教学中效果显著,学员满意度高。
Objective To explore the implementation effect of multi-modal fusion teaching method in orthopedic clini-cal teaching.Methods 85 trainees who participated in clinical teaching in the Department of Orthopedics of the First Affiliated Hospital of Guangxi Medical University from January 2020 to January 2023 were selected for the study.The candidates were divided into groups according to different teaching methods.42 students in the control group received traditional teaching methods,and 43 students in the research group received multi-modal integrated teaching meth-ods.Compare the assessment results,independent learning ability and self-efficacy,teaching recognition,and teach-ing satisfaction of the two groups.Results Before teaching,there was no significant difference in the theoretical knowl-edge,case analysis,and diagnosis and treatment skills assessment scores of the two groups of students(all P>0.05).After teaching,in terms of theoretical knowledge,case analysis,and diagnostic and treatment skills assessment scores of the research group[(36.41±2.67)points,(26.17±2.15)points,and(25.53±3.02)points]were respectively higher than the control group[(34.76±2.52)points,(23.13±1.62)points,(23.45±2.37)points],the differences were statisti-cally significant(all P<0.05).Before teaching,there was no significant difference in the independent learning ability and self-efficacy scores of the two groups of students(all P>0.05).After teaching,the scores of research group was higher than the control group,and the differences were statistically significant(P<0.05).After teaching,the partici-pants in the study group had higher recognition of the teaching indicators and higher satisfaction scores for each entry CHINA HEALTH INDUSTRY of the teaching model than those in the control group,and the differences were statistically significant(all P<0.05).Conclusion Multi-modal fusion teaching method can help improve students'assessment scores.It canacheive a sig-nificant effect othopedic clinical teaching.and high satisfaction in stu
作者
李剑
LI Jian(Department of Spinal Osteopathy,First Affiliated Hospital of Guangxi Medical University,Nanning,Guangxi Zhuang Autonomous Region,530021 China)
出处
《中国卫生产业》
2024年第1期138-141,共4页
China Health Industry
关键词
多模式融合教学法
自主学习能力
自我效能
教学认可度
Multi-modal integrated teaching method
Independent learning ability
Self-efficacy
Teaching recogni-tion
