摘要
目的探讨相对于传统教学模式而言,多元化教学模式联合个体化教学方法在肌骨超声培训班中的教学效果。方法将2020年6月至2022年6月期间参与肌骨超声培训班的109名学员作为研究对象,分为观察组(n=53)和对照组(n=56)。对照组采用传统教学模式,而观察组则实施多元化教学模式结合个体化教学方法。培训结束后,比较两组学员在教学满意度及期末考试成绩上的差异。采用SPSS 27.0统计软件对数据进行分析。其中,计数资料以例数和百分比表示,计量资料则以(均数±标准差)的形式表示。对于连续性变量的组间差异,采用t检验进行分析;对于分类变量的组间差异,则采用卡方检验进行比较。结果对照组与观察组两组学员在年龄、性别、学历、职称等基本信息上差异无统计学意义(P>0.05)。观察组在超声教学的综合满意度评分为(88.08±6.65),对照组为(80.71±8.59)分,差异具有统计学意义(χ2=5.02,P<0.01)。入学前,对照组及观察组的摸底考试成绩分别为(62.61±5.39)分和(63.87±7.77)分,差异无统计学意义(t=0.98,P=0.330)。期末的最终成绩、理论考试、上机操作、读片考试成绩分别为:对照组(84.07±1.49)分、(82.39±1.97)分、(85.13±2.55)分、(86.79±6.06)分,观察组(90.06±2.17)分、(88.28±3.19)分、(88.92±3.23)分、(96.23±5.96)分,差异均具有统计学意义,(t=16.75、11.53、6.79、8.20,P<0.01)。以学员的单位级别、职称、学历为分类标准,进一步比较两组间学员成绩。结果显示,在同等单位级别、职称、学历条件下,两组的摸底考试成绩差异无统计学意义,但期末最终成绩差异具有统计学意义(P<0.01)。结论通过多元化教学模式结合个体化教学方法,能够提高学员的学习积极性,增强培训班的教学效果,使学员满意度更高。
ObjectiveTo explore the teaching effect of combining diversified teaching modes with individualized teaching methods in musculoskeletal ultrasound training classes compared with traditional teaching modes.MethodsThe 109 trainees participated in the muscle and bone ultrasound training classes from June 2020 to June 2022 were included as the research subjects and divided into the observation group(n=53)and control group(n=56).The control group received traditional teaching modes,while the observation group received diversified teaching modes in combination with individualized teaching methods.The differences in teaching satisfaction and final exam scores between the two groups were compared after training.Statistical analysis was conducted using the software SPSS 27.0.Categorical data were presented as cases and percentages,while continuous data were presented as mean±standard deviation.The intergroup differences in continuous variables were compared using the t-test,while the intergroup differences in categorical variables were compared using the chi-square test.ResultsThere were no significant differences in age,sex,education,and professional title between the control group and the observation group(P>0.05).The comprehensive satisfaction score of ultrasound teaching was(88.08±6.65)in the observation group and(80.71±8.59)in the control group,with a significant difference between the two groups(χ2=5.02,P<0.01).Before training,the test scores of the control group and the observation group were(62.61±5.39)and(63.87±7.77),respectively,and there was no significant difference between the two groups(t=0.98,P=0.330).The final scores,theoretical exam,computer operation,and video reading exam scores of the control group were(84.07±1.49),(82.39±1.97),(85.13±2.55),and(86.79±6.06),respectively,while those of the observation group were(90.06±2.17),(88.28±3.19),(88.92±3.23),and(96.23±5.96);there were significant differences between the two groups in these four indicators(t=16.75,11.53,6.79,and 8.20,respectively;P<0.01).The scores were compared for the two groups of trainees classified based on their unit level,professional title,and educational background.Trainees with the same unit level,professional title,and educational background showed no significant differences in test scores between the two groups,though their final scores were significantly different(P<0.01).ConclusionsThe combination of diversified teaching modes and individualized teaching methods can increase the learning enthusiasm of trainees,improve the teaching effect of training classes,and increase the satisfaction of trainees.
作者
宋宏萍
王晶
贾雨楠
罗璐
郝纪锟
陈定章
Song Hongping;Wang Jing;Jia Yunan;Luo Lu;Hao Jikun;Chen Dingzhang(Department of Ultrasound Medicine,The First Affiliated Hospital of Air Force Military Medical University,Xi'an710032,China)
出处
《中华医学教育探索杂志》
2024年第11期1500-1505,共6页
Chinese Journal of Medical Education Research
基金
陕西省高等教育教学改革研究重点项目(21JZ009)
国家自然科学基金面上项目(82071934)
陕西省国际科技合作与交流计划重点项目(2020KWZ-022)
空军军医大学临床研究项目(2021LC2210)。
关键词
肌骨超声培训
多元化教学模式
个体化教学方法
满意度
Muscle and bone ultrasound training
Diversified teaching modes
Individualized teaching methods
Satisfaction
作者简介
通信作者:陈定章,Email:chendz2004@163.com。
