临床检验技术教学中应用“岗位融入式”教学模式的效果评价

The Effect Evaluation of the Application of Clinical Laboratory Technology Teaching “Post Immersive” Teaching Model

目的比较以"岗位融入式"教学模式与传统教学模式在临床检验技术理论和临床实践教学中的应用效果,以探索一种更能激发学习兴趣、培养综合技能和高效率的教学模式。方法选择天津医学高等专科学校2011级医学检验技术专业95名学生为研究对象,抽样设立具有可比性的"岗位融入式"教学模式实验组(n=48)和传统教学模式对照组(n=47)。实验组学生采用教学要素岗位化的教学模式,参照卫生专业技术资格统一考试标准,采用第三方评价的方式进行理论考核、技能考核和综合素质考核,对考核成绩进行统计分析。并通过问卷形式了解学生对课程教学的认识、学习效果。结果两组学生的理论考试成绩差异无统计学意义(P>0.05),实验组学生实践考试成绩高于对照组学生(P<0.05)。实验组中,62.5%的学生认为"岗位融入式"教学模式比传统教学模式更能够激发学习兴趣,有助于提高学习效率。结论 "岗位融入式"教学模式不影响学生系统掌握基础理论知识,有利于提高学生临床操作技能和临床思维能力。

Objective To compare the effectiveness of ＂post immersive＇＂ teaching mode and traditional teaching model on learning and clinical practice of clinical laboratory technology, and to explore an optimal learning method with higher learning interest, quality and efficiency. Methods Choose 95 students from Tianjin medical college medical laboratory medical level of 2011 as the research object. Students were selected by sampling in ＂post immersive＂ teaching mode group （n=48） and traditional teaching model group （n=47）, comprehensive teaching job of teaching mode were given to experimental group. Technical qualification examinations follow the standards of health professional, and the examination using third-party evaluation, statistical analysis was made for the test results. And each student make a questionnaire. Results There was no significant difference in results of theoretical knowledge between two groups （P〉0.05）, but the results in the experimental group was significantly higher than traditional teaching model group （P〈0.05）. The results of experimental questionnaire in the PIL group revealed that 62.5% students recognized that ＂post immersive＂ teaching mode could more effectively irritate learning interest than traditional teaching model, and better improve the quality and efficiency of learning. Conclusion ＂Post immersive＂ teaching mode does not affect the acquisition of basic theoretical knowledge, but is conducive to improve clinical skills and thinking ability.