雨课堂教学法在临床医学专业本科生普通外科教学中的应用评价
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摘要
目的探讨雨课堂在普通外科临床教学中的应用效果。方法选取西安交通大学2015级临床医学专业本科见习生共126人作为研究对象,随机分为实验组(63人)、对照组(63人)。实验组采用雨课堂教学模式,对照组采用传统讲授式教学模式,采用临床见习考核及调查问卷对两种教学模式进行教学效果评价。结果实验组学生临床见习考核成绩的平均总分为(85.79±3.49)分,对照组为(82.79±3.38)分,两组差异具有统计学意义(P<0.05)。通过问卷调查发现,实验组在"提高学习兴趣""提高学习主动性""提高分析问题的能力""提高临床思维能力""提高碎片时间学习能力""掌握理论知识重点难点""重视课前预习""重视课后复习""加强师生沟通""是否增加学习负担"方面均优于对照组,差异均具有统计学意义(P<0.05)。结论雨课堂教学法在外科临床教学中可行性高,可显著提高学生的专业理论水平及临床实践能力,值得在外科临床教学中推广。
Objective To explore the application effect of rain classroom teaching model in clinic surgery teaching.Methods 126 students of grade 2015 undergraduate clinical medicine in Xi'an Jiao tong University,selected as the research objects,were randomly divided into the experimental group and control group,with each group consisted of 63 students.Rain classroom teaching mode was applied in the experimental group while the traditional teaching model was applied in the control group.The final examination results and questionnaire were employed to evaluate the teaching effect.Results The average score of experimental group was(85.79±3.49)points,which was significantly higher than that of control group(82.79±3.38)points,the difference was statistically significant(P<0.05).The results of questionnaire survey showed that the students' interest in learning,learning initiative,ability of analysis,clinical thinking ability,ability of making effective use of fragmented time,understanding of the lessons,preview before class,review after class,communication,and learning burden,were ere all significantly better than that of control group,the difference was statistically significant(P<0.05).Conclusion Rain classroom teaching mode can be successfully applied and implemented in clinical Surgery teaching,it can improve students' theoretical level and clinical practice ability,hence it is worth to apply and promote it in clinical n surgery teaching.
Objective To explore the application effect of rain classroom teaching model in clinic surgery teaching.Methods 126 students of grade 2015 undergraduate clinical medicine in Xi'an Jiao tong University,selected as the research objects,were randomly divided into the experimental group and control group,with each group consisted of 63 students.Rain classroom teaching mode was applied in the experimental group while the traditional teaching model was applied in the control group.The final examination results and questionnaire were employed to evaluate the teaching effect.Results The average score of experimental group was(85.79±3.49)points,which was significantly higher than that of control group(82.79±3.38)points,the difference was statistically significant(P<0.05).The results of questionnaire survey showed that the students' interest in learning,learning initiative,ability of analysis,clinical thinking ability,ability of making effective use of fragmented time,understanding of the lessons,preview before class,review after class,communication,and learning burden,were ere all significantly better than that of control group,the difference was statistically significant(P<0.05).Conclusion Rain classroom teaching mode can be successfully applied and implemented in clinical Surgery teaching,it can improve students' theoretical level and clinical practice ability,hence it is worth to apply and promote it in clinical n surgery teaching.
引文
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[8]李鹏,易淑明,郑晓妮,等.“雨课堂”在课前、课中、课后“三段式导学”中的应用效果评价[J].护理研究,2018(4):560-563.
[9]陈洁,黎乐群.翻转课堂教学法在临床医学专业本科生肝胆外科见习教学中的应用[J].中国继续医学教育,2017,9(29):15-17.
[10]张云坤,王晓娟,罗翀,等.基于微信公众平台的大学生移动学习可行性分析及应用途径[J].亚太教育,2015,(23):106-106.
[11]李卫敏,廖侠,宋戈,等.翻转课堂在临床营养学教学中的应用[J].医学教育研究与实践,2017,25(5):810-814.
[2]臧晶晶,郭丽文.滴水成雨——走进雨课堂[J].信息与电脑(理论版),2016,(8):235-236.
[3]黄成龙.雨课堂让教学更轻松[J].科教文汇(中旬刊),2016,(12):27-28.
[4]刘芳.基于雨课堂的管理学课程混合式教学模式研究[J].科技资讯,2016,14(36):184-184.
[5]Cooke M,Irby DM,Sullivan W,et al.American Medical Education 100Years after the Flexner Report[J].New England Journal of Medicine,2006,355(13):1339-1344.
[6]Billett S.Cooke,M.,Irby,D.M.&O’Brien,B.C.Educating Physicians:A Call for Reform of Medical School and Residency.The Carnegie Foundation for the Advancement of Teaching[J].Vocations&Learning,2011,4(1):89-92.
[7]Prober CG,Heath C.Lecture halls without lectures——a proposal for medical education[J].New England Journal of Medicine,2012,366(366):1657-1659.
[8]李鹏,易淑明,郑晓妮,等.“雨课堂”在课前、课中、课后“三段式导学”中的应用效果评价[J].护理研究,2018(4):560-563.
[9]陈洁,黎乐群.翻转课堂教学法在临床医学专业本科生肝胆外科见习教学中的应用[J].中国继续医学教育,2017,9(29):15-17.
[10]张云坤,王晓娟,罗翀,等.基于微信公众平台的大学生移动学习可行性分析及应用途径[J].亚太教育,2015,(23):106-106.
[11]李卫敏,廖侠,宋戈,等.翻转课堂在临床营养学教学中的应用[J].医学教育研究与实践,2017,25(5):810-814.