BOPPPS结合毕博平台在产科课间实习中的应用
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摘要
目的目的分析BOPPPS结合毕博平台教学模式在产科课间实习中的效果。方法以2018年5月1日—8月31日由中国医科大学附属第一医院产科承担的五年制临床医学课间实习同学为研究对象,以小组为单位分为实验组(60名)和对照组(60名)。实验组采用结合毕博平台的BOPPPS教学法,对照组采用传统正常讲授教学法。实习课后,分别对两组同学的理论考试成绩、实践操作成绩进行统计分析,并对两组同学进行问卷调查,了解学生对不同教学方法的评价。结果实验组学生理论成绩(86.3±4.0)分,明显高于对照组学生理论课成绩(74.2±2.8)分,差异有统计学意义(P <0.05)。实验组学生实践操作成绩(83.4±2.8)分,高于对照组学生实践操作成绩(75.0±2.8)分,差异有统计学意义(P <0.05);80.0%的实验组学生认为课堂上的学习氛围良好,85.0%的实验组学生认为学习积极性高;63.3%的对照组学生认为课堂上的学习氛围良好,66.7%的对照组学生认为学习积极性高,差异有统计学意义(P <0.05)。结论 BOPPPS结合毕博平台是一种可行的教学模式,有利于提高学生的学习成绩,课堂上学习氛围良好,学生学习的积极性有所提高,在多方面优于传统教学法。
Objective To analyze the effect of BOPPPS combined with Blackboard during the practice of obstetric intercourse. Methods The clinical medical undergraduate students taught by teachers from the department of obstetrics in the First Hospital of China Medical University were chosen from May 1, to August 31, 2018. They were randomly divided into the control group(n=60) and the experimental group(n=60), the students in the experimental group were taught by BOPPPS combined with Blackboard online course platform, while the students in the control group were taught by the traditional teaching method. After the practice class, the theoretical examination results and skill scores of all students were analyzed, and a questionnaire survey was conducted among all students. Results The theoretical examination scores in experimental group were(86.3±4.0), which were significantly higher than those in the control group(74.2±2.8), the difference was statistically significant(P < 0.05). The skill scores in the experimental group were(83.4±2.8), which were higher than those in the control group(75.0±2.8), the difference was statistically significant(P < 0.05). 80.0% of the students in the experimental group thought that the learning atmosphere in class was good, 85.0% of the students in the experimental group thought that they had a high enthusiasm for obstetrics; 63.3% of the students in the control group thought that the learning atmosphere in class was good, and 66.7% of the students in the control group thought that they had a high enthusiasm for obstetrics(P < 0.05). Conclusion BOPPPS combined with Blackboard is a feasible teaching model, which is conducive to improving the academic performance of students, with a better learning atmosphere in class and higher learning enthusiasm among students, which is better than the traditional teaching method in many ways.
Objective To analyze the effect of BOPPPS combined with Blackboard during the practice of obstetric intercourse. Methods The clinical medical undergraduate students taught by teachers from the department of obstetrics in the First Hospital of China Medical University were chosen from May 1, to August 31, 2018. They were randomly divided into the control group(n=60) and the experimental group(n=60), the students in the experimental group were taught by BOPPPS combined with Blackboard online course platform, while the students in the control group were taught by the traditional teaching method. After the practice class, the theoretical examination results and skill scores of all students were analyzed, and a questionnaire survey was conducted among all students. Results The theoretical examination scores in experimental group were(86.3±4.0), which were significantly higher than those in the control group(74.2±2.8), the difference was statistically significant(P < 0.05). The skill scores in the experimental group were(83.4±2.8), which were higher than those in the control group(75.0±2.8), the difference was statistically significant(P < 0.05). 80.0% of the students in the experimental group thought that the learning atmosphere in class was good, 85.0% of the students in the experimental group thought that they had a high enthusiasm for obstetrics; 63.3% of the students in the control group thought that the learning atmosphere in class was good, and 66.7% of the students in the control group thought that they had a high enthusiasm for obstetrics(P < 0.05). Conclusion BOPPPS combined with Blackboard is a feasible teaching model, which is conducive to improving the academic performance of students, with a better learning atmosphere in class and higher learning enthusiasm among students, which is better than the traditional teaching method in many ways.
引文
[1]张高卉,史文静,许梅燕.网络环境下的TBL在产科临床教学中的应用研究[J].课程教育研究,2016,26(5):24-25.
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[7]沈旭君,王灵聪,冯晓红.BOPPPS教学法在西医诊断学理论教学中的应用[J].中国高等医学教育,2016(7):99-100.
[8]王萍,王丽萍.毕博平台下任务驱动法在《护理研究》教学中的应用[J].医学教育研究与实践,2017,25(6):861-864.
[9]杜玉文.基于Blackboard网络平台的医学英语自主学习课程建设[J].医学教育研究与实践,2018,26(2):284-287.
[10]秦文光,余挺,陈伦秋,等.基于Blackbord平台的MOOC教学法在牙周病学教学中的实践初探[J].中国高等医学教育,2018(6):3-4.
[11]杨佳铭,吴维平,茅东升.Blackboard网络教育管理平台在全科医师技能培训中的应用研究[J].浙江医学教育,2018,17(2):15-17.
[12]王凌,张晓慧,梁恒燕,等.基于毕博教学平台的混合式学习教学方法在口腔正畸学教学中的应用效果评价[J].中华医学教育杂志,2015,35(2):237-238.
[13]马苗.基于Blackboard平台的《面向对象程序设计》信息化课程设计与实现[J].教育教学论坛,2017(50):257-258.
[14]张颖.基于Blackboard教学平台的“鲁棒控制”课程建设[J].教育教学论坛,2017,(38):9-12.
[15]张路,刘丹.BOPPPS教学模式在基础护理学理论教学中的应用[J].卫生职业教育,2018,36(4):48-49.
[2]曹单萍,印兴耀.加拿大BOPPPS教学模式及其对高等教育改革的启示[J].实验室研究与探索,2016,35(2):196-200,249.
[3]黄敏,周艳艳,徐安莉,等.BOPPPS模型在医学生物化学微课教学中的运用[J].卫生职业教育,2017,35(24):75-76.
[4]林珮仪,龚韩湘,李敏,等.基于Blackboard网络教学平台的急诊医学混合式教学模式实践探究[J].岭南急诊医学杂志,2016,21(6):605-607.
[5]高烨,李磊.BOPPPS模式在临床实践教学中的探索[J].医学教育研究与实践,2017,25(6):963-966.
[6]沈博,宋娟,王明,等.BOPPPS教学模式在药理学教学中的探索[J].中国继续医学教育,2018,10(24):12-14.
[7]沈旭君,王灵聪,冯晓红.BOPPPS教学法在西医诊断学理论教学中的应用[J].中国高等医学教育,2016(7):99-100.
[8]王萍,王丽萍.毕博平台下任务驱动法在《护理研究》教学中的应用[J].医学教育研究与实践,2017,25(6):861-864.
[9]杜玉文.基于Blackboard网络平台的医学英语自主学习课程建设[J].医学教育研究与实践,2018,26(2):284-287.
[10]秦文光,余挺,陈伦秋,等.基于Blackbord平台的MOOC教学法在牙周病学教学中的实践初探[J].中国高等医学教育,2018(6):3-4.
[11]杨佳铭,吴维平,茅东升.Blackboard网络教育管理平台在全科医师技能培训中的应用研究[J].浙江医学教育,2018,17(2):15-17.
[12]王凌,张晓慧,梁恒燕,等.基于毕博教学平台的混合式学习教学方法在口腔正畸学教学中的应用效果评价[J].中华医学教育杂志,2015,35(2):237-238.
[13]马苗.基于Blackboard平台的《面向对象程序设计》信息化课程设计与实现[J].教育教学论坛,2017(50):257-258.
[14]张颖.基于Blackboard教学平台的“鲁棒控制”课程建设[J].教育教学论坛,2017,(38):9-12.
[15]张路,刘丹.BOPPPS教学模式在基础护理学理论教学中的应用[J].卫生职业教育,2018,36(4):48-49.