慕课理念教学与传统教学模式的比较——神经外科长学制学生临床教学改革探索

Comparison of the traditional teaching model and MOOC concept-based teaching model:Clinical teaching reform for master-doctor's degree neurosurgery program

目的探讨基于慕课的教学模式在神经外科长学制学生临床教学中的作用。方法选取七年制学生36人,进行LBL+慕课式自学+PBL新模式(试验组)与传统LBL+PBL模式(对照组)的对照研究,通过理论及临床技能考核与调查问卷评价教学效果。结果两组比较发现理论考核(92.3±5.2 vs 83.0±7.4;P=0.002)、临床技能操作考核(86.0±9.6 vs 81.0±10.3;P=0.041)、综合成绩(89.0±7.9 vs 81.5±8.8;P=0.009)以及调查问卷评分(P<0.05),试验组均优于对照组。结论新模式有助于提高教学质量。

Objective To explore the role of MOOC-based teaching model in clinical teaching of master-doctor＇s degree neurosurgery program. Methods We selected 36 seven-year program students for the study. The observation group took the LBL ＋ MOOC-based self-study ＋ PBL innovation model,and the control group took the LBL ＋ PBL traditional model. The two different teaching models were compared based on clinical theory and skills assessment and questionnaire survey. Results The innovation group outperformed the control group in theory assessment（ 92. 3 ± 5. 2 vs. 83. 0 ± 7. 4; P = 0. 002）,clinical skills operation assessment（ 86. 0 ± 9. 6 vs. 81. 0 ± 10. 3; P = 0. 041）,comprehensive score（ 89. 0 ± 7. 9 vs.81. 5 ± 8. 8; P = 0. 009）,and survey score（ P〈0. 05）. Conclusion The new model based on MOOC is helpful in improving the teaching quality.