摘要
目的研究Teach-back联合STEM创造力教学模式在临床实践能力教学与评价中的应用价值。方法选取2024年1—5月在济南市第八人民医院接受临床实践能力教学的60名实习生为研究对象,依照随机数字表法分为对照组和观察组,各30名,对照组接受常规教学,观察组接受Teach-back联合STEM创造力教学模式,比较两组实习生的理论和实践考核成绩、自我效能、自主学习临床实践能力、教学满意度指标,综合评定教学效果。结果观察组学生理论和实践成绩均高于对照组,差异有统计学意义(P均<0.05)。观察组学生认知能力、学习能力和学习策略评分均高于对照组,差异有统计学意义(P均<0.05)。观察组学生学习动机、自我管理能力、学习合作能力和信息素质评分均高于对照组,差异有统计学意义(P均<0.05)。观察组学生教学总满意度为96.67%(29/30),高于对照组的73.33%(22/30),差异有统计学意义(χ^(2)=6.405,P<0.05)。结论Teach-back联合STEM创造力教学模式在临床实践能力教学与评价中应用价值较高,可提高实习生各项成绩,以及学习自主性,实习生教学满意度也较高。
Objective To investigate the application value of the Teach back combined with STEM creativity teaching model in clinical practice ability teaching and evaluation.Methods Sixty medical students who received clinical practice ability teaching in the Eighth People's Hospital of Jinan from January to May 2024 were selected as the research objects and divided into two teaching classes according to the random number table method,with 30 students in the control group and thirty students in the observation group.The control group received routine teaching,while the observation group received the Teach back combined with STEM creativity teaching model.The theoretical and practical assessment results,self-efficacy,self-learning clinical practice ability,teaching satisfaction index of the two groups of students were compared to comprehensively evaluate the teaching effect.Results The theoretical and practical scores of the observation group of students were higher than those of the control group,the differences were statistically significant(both P<0.05).The cognitive ability,learning ability,and learning strategy scores of the observation group students were higher than those of the control group,the differences were statistically significant(all P<0.05).The learning motivation,self-management ability,learning cooperation ability,and information literacy scores of the observation group students were higher than those of the control group,the differences were statistically significant(all P<0.05).The total teaching satisfaction of students in the observation group was 96.67%(29/30),higher than 73.33%(22/30)in the control group,and the difference was statistically significant(χ^(2)=6.405,P<0.05).Conclusion The Teach back combined with STEM creativity teaching model has high application value in clinical practice ability teaching and evaluation,which can improve students'grades,autonomy in learning,and high satisfaction with teaching.
作者
侯中玉
董丽华
王海峰
吴照锋
李雷
周婷婷
蔡仁萍
HOU Zhongyu;DONG Lihua;WANG Haifeng;WU Zhaofeng;LI Lei;ZHOU Tingting;CAI Renping(Department of Chiropractic Surgery,Jinan Eighth People's Hospital,Jinan 271100,Shandong,China;Department of Endocrinology,Jinan Eighth People's Hospital,Jinan 271100,Shandong,China;Research Department,Jinan Eighth People's Hospital,Jinan 271100,Shandong,China;Respiratory Medicine Department,Jinan Eighth People's Hospital,Jinan 271100,Shandong,China)
出处
《中国卫生产业》
2024年第14期192-195,共4页
China Health Industry
基金
菏泽医学专科学校2023年临床教学基地教科研项目(HYLCJDXM202306)。
