摘要
[目的]探讨雨课堂辅助基于问题学习(Problem-based Learning)案例教学在泌尿外科临床教学中的运用效果,为提高教学质量提供新思路。[方法]选择昆明医科大学第三临床学院2016级五年制临床医学专业4大班59名学生作为教学对象,以1、2、3小班30名学生为实验组,4、5、6小班29名学生为对照组。实验组采用雨课堂辅助PBL教学,对照组采用单一的PBL教学。通过基础理论、病案分析、讨论表现成绩和问卷调查对学生进行教学效果评价。[结果]实验组学生理论成绩、病例分析成绩和讨论表现分别为(32.53±2.030)分、(28.50±2.047)分和(16.43±1.501)分;对照组学生理论成绩、病例分析成绩和讨论表现分别为(29.03±2.719)分、(25.66±2.511)分和(12.41±2.413)分,实验组成绩均高于对照组,且差异有统计学意义(P <0.05)。问卷调查结果显示,在提高主动学习能力、激发学习兴趣、活跃课堂气氛、提高学习效率、知识形象化便于记忆、提高独立思考与总结能力方面,实验组明显优于对照组,差异均有统计学意义(x2=9.959,5.064,10.466,10.129,9.797,6.64,P <0.05)。[结论]雨课堂搭建移动互联网平台与泌尿外科PBL教学相融合的教学模式得到了学生的广泛认同,教学效果明显提升。
Objective To explore the effect of " Rain Classroom"-assisted PBL teaching in clinical teaching of urology so as to provide new idea for improving teaching effect. Methods It selected 59 clinical medicine students from 2016 grade in the third clinical school of Kumming medical university as teaching objects, 30 students from 1, 2 and 3 class were as experimental group, and 29 students from 4, 5 and 6 class were as control group. The control group used traditional PBL teaching, and experimental group used "Rain Classroom"-assisted PBL teaching. Then evaluated teaching effectiveness by basic theory, case analysis, discussion performance scores and questionnaires survey to the two groups of students. Results The score of experimental group in basic theory, case analysis and discussion performance was(32.53±2.030),(28.50±2.047) and(16.43±1.501), the score of control group in basic theory, case analysis and discussion performance was(29.03±2.719),(25.66±2.511)and(12.41±2.413), which the score of experimental group was higher than that control group, there was statistically significance in difference( P < 0.05). The results of the questionnaire showed that the experimental group was significantly better than the control group in terms of active learning ability, learning enthusiasm, classroom atmosphere, learning efficiency, easy to memory for knowledge, independent thinking and conclusion ability, which has statistically significance in difference(x~2=9.959, 5.064, 10.466, 10.129, 9.797, 6.64, P < 0.05). Conclusions The integration of " Rain Classroom" with mobile Internet platform and PBL case teaching of urology receives extensively identification in the students, which teaching effect is obviously promoted.
作者
毕城伟
白宇
张国颖
赵斌
胡辰
李瑞乾
BI Cheng-wei;BAI Yu;ZHANG Guo-ying;ZHAO Bin;HU Chen;LI Rui-qian(The Third Affiliated Hospital of Kunming Medical University/Yunnan Tumor Hospital,Kunming Yunnan 650118,China)
出处
《卫生软科学》
2021年第2期89-93,共5页
Soft Science of Health
基金
昆明医科大学2018年立项校级教研教改课题(2018-JY-Y-86)。
关键词
雨课堂
移动互联网
PBL教学
临床教学
drug zero price addition
doctor-patient relationship
assessment of awareness
policy recommendation
作者简介
毕城伟(1983-),男,云南禄丰人,硕士,主治医师,主要从事泌尿外科临床诊疗教学科研方面的工作;通信作者:李瑞乾(1976-),男,云南保山人,硕士,副教授,主要从事泌尿外科临床教学教研方面的工作。
