网络平台与传统教学相结合在神经病学教学中的应用
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摘要
目的探讨神经病学教学中结合应用网络平台与传统教学结合的效果。方法选择2017年5月至2017年8月临床医学专业本科进行《神经病学》学习的一个大班120名学生作为观察组,利用网络教学与传统教学方法结合教学,另外选取另一大班118人作为对照组,仅利用传统教学法进行教学,比较2组教学质量。结果观察组学习结束后的考试中病例分析试题知识点错误数为(3.528±0.627)个,P <0.001。对照组病例分析试题知识点错误数为(6.421±0.749)个,P <0.001;观察组学习结束后考试中病例分析试题知识点正确率为85.5%、对照组正确率66.5%,P <0.01;学习结束后观察组112名学生对教学的满意度为93.33%,对照组83名学生对教学的满意度为70%,行χ2检验,P <0.001。结论在神经病学教学中结合应用网络教学与传统教学方法进行教学,能够提升教学质量,可在临床推广。
Objective To study the effects of applying network teaching with traditional teaching in the teaching of neurology. Me thods 120 clinical medicine professional undergraduates who learn "Neurology" in May2017-August 2017 were chosen as observation group accepting the network teaching with traditional teaching methods. We also chose another class of 118 as the control group, only using the traditional teaching method,and then compared the teaching quality of the two groups. Re s ults The error number of knowledge points in the case analysis test in the observation group was(3.528±0.627) after the end of the study,and the error number of knowledge points in the case analysis test in the control group was(6.421±0.749), P<0.05. The accuracy of the knowledge points of the case analysis in the examination after the study was 75.83% and the control rate was 65.78%, P < 0.05.After the study, the satisfaction of the students in the observation group was 93.33%, while the satisfaction of the students in the control group was 70%,P < 0.05. Conclus ion Combining the application of network teaching with traditional teaching methods in the teaching of neurology can improve the quality of teaching and can be popularized in clinical practice.
Objective To study the effects of applying network teaching with traditional teaching in the teaching of neurology. Me thods 120 clinical medicine professional undergraduates who learn "Neurology" in May2017-August 2017 were chosen as observation group accepting the network teaching with traditional teaching methods. We also chose another class of 118 as the control group, only using the traditional teaching method,and then compared the teaching quality of the two groups. Re s ults The error number of knowledge points in the case analysis test in the observation group was(3.528±0.627) after the end of the study,and the error number of knowledge points in the case analysis test in the control group was(6.421±0.749), P<0.05. The accuracy of the knowledge points of the case analysis in the examination after the study was 75.83% and the control rate was 65.78%, P < 0.05.After the study, the satisfaction of the students in the observation group was 93.33%, while the satisfaction of the students in the control group was 70%,P < 0.05. Conclus ion Combining the application of network teaching with traditional teaching methods in the teaching of neurology can improve the quality of teaching and can be popularized in clinical practice.
引文
[1]渠文生,刘阳,吴军,等.主题式教学法在神经病学临床教学中的应用特点和价值分析[J].中国实用神经疾病杂志,2017,20(12):69-71.
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[3]朱建楠,邓方,孙晴晴,等.以问题为导向的教学模式在留学生神经病学教学中的实践及探索[J].中国临床医生杂志,2017,45(1):99-101.
[4]慕景强.PBL在医学教育中的应用现状研究[J].西北医学教育,2014,12(3):170-174.
[5]陈菊祥,卢亦成,陈超,等. CBL教学模式在神经外科教学中的应用[J].西北医学教育,2010,2(1):54-56.
[6] CIANCIOLO KIDD B,MURRAY S.Observational analysis of nearpeer and faculty tutoring in problem-based learning groups[J].Med Educ,2016,50(7):757-767.
[7]蒋海山,潘速跃,王群,等.PBL结合系统化教学设计应用于神经病学教学的探索[J].中华医学教育探索杂志,2015,14(6):561-565.
[8]张炳蔚,刘彩丽,刘艺,等.以团队为基础学习结合传统教学方法在神经病学教学中的应用[J].中华医学教育杂志,2015,35(3):390-391,417.
[9]徐明锋,周慧,张秀娟,等.医学网络教学资源使用现状与分析[J].基础医学教育,2013,15(10):938-939.
[10]罗建国,何立.临床医学本科生培养新模式探索[J].基础医学教育,2014,16(2):149-151.
[11]马磊,吴中亮等.网络平台辅助教学在神经病学临床实习中的应用研究[J].中华医学教育探索杂志,2016,15(1):85-88.
[12]徐明,史中华,周建新.网络社交平台在脑血管危重症临床教学中的应用[J].中国卒中杂志,2015,9(5):455-456.
[13]周立春.在血管神经病学教学中应注重临床思维能力的培养[J].中国卒中杂志,2009,4(2):176-178.
[14]BERNHARD N E T T. A Community of Practice among tutors enabling student participation in a seminar preparation[J].International Journal of Computer-Supported Collaborative Learning,2008,5(1):53-67.
[15]李楠,白宏英.医学慕课资源辅助传统《神经病学》课程的混合式教学效果分析[J].中国实用神经疾病杂志,2016,19(16):89-91.
[2]李楠,白宏英.医学慕课资源辅助传统《神经病学》课程的混合式教学效果分析[J].中国实用神经疾病杂志,2016,19(16):89-91.
[3]朱建楠,邓方,孙晴晴,等.以问题为导向的教学模式在留学生神经病学教学中的实践及探索[J].中国临床医生杂志,2017,45(1):99-101.
[4]慕景强.PBL在医学教育中的应用现状研究[J].西北医学教育,2014,12(3):170-174.
[5]陈菊祥,卢亦成,陈超,等. CBL教学模式在神经外科教学中的应用[J].西北医学教育,2010,2(1):54-56.
[6] CIANCIOLO KIDD B,MURRAY S.Observational analysis of nearpeer and faculty tutoring in problem-based learning groups[J].Med Educ,2016,50(7):757-767.
[7]蒋海山,潘速跃,王群,等.PBL结合系统化教学设计应用于神经病学教学的探索[J].中华医学教育探索杂志,2015,14(6):561-565.
[8]张炳蔚,刘彩丽,刘艺,等.以团队为基础学习结合传统教学方法在神经病学教学中的应用[J].中华医学教育杂志,2015,35(3):390-391,417.
[9]徐明锋,周慧,张秀娟,等.医学网络教学资源使用现状与分析[J].基础医学教育,2013,15(10):938-939.
[10]罗建国,何立.临床医学本科生培养新模式探索[J].基础医学教育,2014,16(2):149-151.
[11]马磊,吴中亮等.网络平台辅助教学在神经病学临床实习中的应用研究[J].中华医学教育探索杂志,2016,15(1):85-88.
[12]徐明,史中华,周建新.网络社交平台在脑血管危重症临床教学中的应用[J].中国卒中杂志,2015,9(5):455-456.
[13]周立春.在血管神经病学教学中应注重临床思维能力的培养[J].中国卒中杂志,2009,4(2):176-178.
[14]BERNHARD N E T T. A Community of Practice among tutors enabling student participation in a seminar preparation[J].International Journal of Computer-Supported Collaborative Learning,2008,5(1):53-67.
[15]李楠,白宏英.医学慕课资源辅助传统《神经病学》课程的混合式教学效果分析[J].中国实用神经疾病杂志,2016,19(16):89-91.