参与式教学在呼吸内科留学生见习教学中的应用研究
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摘要
目的探讨参与式教学模式对呼吸内科留学生见习教学中效果的影响。方法随机选取2018～2019学年下学期某高等医学院校大学五年级留学生班级,采取随机抽样的方法将该班学生随机分成两组,即干预组(27名)和对照组(27名)。干预组采用参与式教学模式模式进行干预,对照组采用LBL教学模式进行干预。观察并比较两组见习成绩及教学满意度情况。结果干预组资料采集、病历汇报、处理措施的评分明显高于对照组(P<0.05);干预组对所接受的参与式教学的满意度明显高于对照组接受LBL教学(P<0.05)。结论参与式教学模式明显优于LBL教学模式,参与式教学模式既能满足学生的学习需求、到达教师的授课目的,又能激发留学生的学习热情、提高学习积极性,更加适合留学生的学习需求特点。
Objective To explore the effect of participatory teaching mode on internship teaching of respiratory medicine students. Methods A class of fifth-grade international students from a Medical University in the next semester of 2018-2019 was randomly selected and randomly divided into two groups:intervention group(27 students)and control group(27 students).The intervention group used participatory teaching mode to intervene,while the control group used LBL teaching mode to intervene.Theperformance recordand teaching satisfaction of two groups were observed and compared. Results The scores of data collection,medical record report and treatment measures in the intervention group were significantly higher than those in the control group(P<0.05),and the satisfaction of participative teaching in the intervention group was significantly higher than that in the control group(P<0.05). Conclusion Participatory teaching mode is obviously superior to LBL teaching mode.Participatory teaching mode can not only meet students' learning needs and achieve teachers' teaching purposes,but also stimulate students' learning enthusiasm and improve their learning enthusiasm.It is more suitable for the characteristics of students' learning needs.
Objective To explore the effect of participatory teaching mode on internship teaching of respiratory medicine students. Methods A class of fifth-grade international students from a Medical University in the next semester of 2018-2019 was randomly selected and randomly divided into two groups:intervention group(27 students)and control group(27 students).The intervention group used participatory teaching mode to intervene,while the control group used LBL teaching mode to intervene.Theperformance recordand teaching satisfaction of two groups were observed and compared. Results The scores of data collection,medical record report and treatment measures in the intervention group were significantly higher than those in the control group(P<0.05),and the satisfaction of participative teaching in the intervention group was significantly higher than that in the control group(P<0.05). Conclusion Participatory teaching mode is obviously superior to LBL teaching mode.Participatory teaching mode can not only meet students' learning needs and achieve teachers' teaching purposes,but also stimulate students' learning enthusiasm and improve their learning enthusiasm.It is more suitable for the characteristics of students' learning needs.
引文
[1]么焕开,黄松涛,李岩.浅议LBL和CBL教学法在药物波谱解析讲授中的应用[J].广东化工,2019,46(6):231-232.
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[2]常咏梅,张雅雅,金仙芝.国内参与式教学研究的现状与思考[J].卫生职业教育,2017,35(20):35-38.
[3]严春鹤.参与式教学在“社区工作”课程教学中的探索[J].教育现代化,2018,5(53):275-278.
[4]廖翼,盛晏,杨英姿.参与式教学在实践教学中的运用---以“推销理论与技巧课程”为例[J].教育观察,2018,7(19):107-109.