以病例为基础的“两微一翻”教学法在心电图实习带教中的体会
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摘要
目的探讨"两微一翻"(基于微信平台和微课视频的翻转课堂教学模式)教学模式结合应用以病例为基础的教学方法在心内科心电图实习带教过程中的实践价值和教学效果。方法选择2018年3月至6月在西安交通大学第二附属医院心内科轮转实习的临床医学五年制学生42例,根据随机数字表法分为两组,其中20例学生进入以病例为基础的"两微一翻"教学改革组,另外22例学生接受传统的实习教学模式,即传统教学组。采用理论考核和学生反馈相结合的评价模式评估教学效果。结果教学改革组学生的客观考核成绩,特别是心电图判读成绩(25. 8±3. 7)分、病例分析成绩(34. 3±2. 7)分和总成绩(84. 3±6. 1)分均高于传统教学组[(23. 0±3. 8)分,(31. 7±3. 3)分,(77. 4±7. 2)分],均差异有统计学意义(t=2. 39,2. 81,3. 33;均P <0. 05);问卷调查结果显示两组在学习兴趣提高程度、心电图知识判读能力、教师教学内容满意度、教师教学形式满意度、课前课后的自学能力、课中病例讨论的参与度以及对今后临床工作的促进作用等方面比较,均差异无统计学意义(均P>0. 05)。结论以病例为基础的"两微一翻"教学模式不仅提高了学生心电图的判读能力,也提高了其临床思维和解决实际问题的能力,新的教学方法可以激发学生学习的积极性和自主学习的能力,具有明确的优势和良好的教学效果。
Objective To explore the effect and practical value of case-based learning together with flipped classroom teaching methods in electrocardiogram practice teaching through We Chat. Methods A total of 42 intern students were enrolled into the current study from March to June in 2018. All the interns were randomly divided into 2 groups including teaching reform group( n = 20) and traditional teaching group( n = 22). The combination of theoretical examination and feedbacks from students were used to evaluate the teaching effect. Results The scores of electrocardiogram evaluation( 25. 8± 3. 7,23. 0± 3. 8),case analysis( 34.3±2.7,31.7± 3.3) and total achievement( 84. 3 ± 6. 1,77. 4 ± 7. 2) in teaching reform group were significantly higher than those in traditional teaching group( t = 2. 39,2. 81,3. 33,all P <0. 05). Questionnaire results showed that the differences between the two groups in the study interest,electrocardiogram knowledge interpretation ability,teaching content satisfaction,teaching form satisfaction,self-learning ability before and after class,class participation as well as the promoting effect for future clinical work were no statistically significant( all P > 0. 05). Conclusions The application of new teaching method in clinical medical students can improve electrocardiogram knowledge interpretation ability,the study interest and problemsolving ability. The effect of new teaching method has a clear and obvious advantage compared with traditional teaching method.
Objective To explore the effect and practical value of case-based learning together with flipped classroom teaching methods in electrocardiogram practice teaching through We Chat. Methods A total of 42 intern students were enrolled into the current study from March to June in 2018. All the interns were randomly divided into 2 groups including teaching reform group( n = 20) and traditional teaching group( n = 22). The combination of theoretical examination and feedbacks from students were used to evaluate the teaching effect. Results The scores of electrocardiogram evaluation( 25. 8± 3. 7,23. 0± 3. 8),case analysis( 34.3±2.7,31.7± 3.3) and total achievement( 84. 3 ± 6. 1,77. 4 ± 7. 2) in teaching reform group were significantly higher than those in traditional teaching group( t = 2. 39,2. 81,3. 33,all P <0. 05). Questionnaire results showed that the differences between the two groups in the study interest,electrocardiogram knowledge interpretation ability,teaching content satisfaction,teaching form satisfaction,self-learning ability before and after class,class participation as well as the promoting effect for future clinical work were no statistically significant( all P > 0. 05). Conclusions The application of new teaching method in clinical medical students can improve electrocardiogram knowledge interpretation ability,the study interest and problemsolving ability. The effect of new teaching method has a clear and obvious advantage compared with traditional teaching method.
引文
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[10]付晶,李春芳,李雪兰.案例教学法在妇产科学教学中的应用探索[J].医学教育研究与实践,2018,26(2):351-354.
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[2]边玮玮,孔雨佳,郑爱丽,等.基于微课和微信的翻转课堂模式在医学实验课程中的应用探索[J].中国高等医学教育,2018(1):24-27.
[3]陈琳,徐赛群.微课结合翻转课堂教学模式在诊断学教学中的应用分析[J].基层医学论坛,2018,22(1):123-124.
[4]代璐.基于网络教学平台的翻转课堂模式在心电图识图能力规范化培训中的应用[J].中国医药导报,2018,13(4):168-171.
[5]关旭,左天明,田蕾,等.基于移动学习的翻转课堂在心电图教学中的应用[J].中国高等医学教育,2017(3):14-15.
[6]钱宗杰,黄修解,韦卓,等.病例讨论法在心电图教学中的应用[J].内蒙古中医药,2011,30(20):115-116.
[7]余香,肖骅,罗素新,等.多种教学方法结合模式在心电图教学中的应用分析[J].现代医药卫生,2015,31(16):2546-2547.
[8]张卫萍,谢小鲁,田刚. CBL与PBL在医学八年制心电图教学方法改革中的应用比较与思考[J].现代医药卫生,2016,32(20):3236-3239.
[9]吴鹏,程敏,蒋莉.翻转课堂模式下CBL、PBL两种教学法临床教学效果的思考[J].中国继续医学教育,2018,10(8):33-35.
[10]付晶,李春芳,李雪兰.案例教学法在妇产科学教学中的应用探索[J].医学教育研究与实践,2018,26(2):351-354.
[11]廖云娟,刘卫平,柯亭羽. CAI在心电图教学中的应用[J].昆明医学院学报,2009,30(S1):144-145.
[12]马瑞,王玲珠,吴娟娟,等.医学生对临床见习中诊断学新型教学模式认识状况的调查[J/CD].中华诊断学电子杂志,2017,5(1):26-30.