显微互动模式在边疆民族地区骨髓细胞识别教学中的应用评价

Evaluation of the microscope interactional model applied in bone marrow cell identification teaching in borderland ethnic minorities regions

目的对骨髓细胞显微互动模式在教学中的应用效果进行评价。方法分别于2016年和2017年在德宏职业学院三年制医学检验技术班学生群体中采用分层抽样法选取2013、2014级61名(对照组)、2015级55名(研究组)进行分组教学后(对照组采用传统教学法;研究组采用显微互动模式教学),通过问卷调查、理论和技能考核结果对两种教学效果进行评价。调查问卷内容包括学生对教学方法在学习兴趣、学习主动性、骨髓细胞识别能力、学习效率、自主学习能力提高方面的满意度。结果研究组学生技能考核成绩高于对照组(83.6±4.7vs.75.5±5.9,t=-8.040,P<0.001),但理论考核结果的差异两组无统计学意义(73.3±10.5vs.69.5±11.5,t=-1.849,P=0.067);研究组学习兴趣高于对照组(Z=-5.591,P<0.001),研究组骨髓识别能力高于对照组(Z=-5.301,P<0.001),研究组学习效率高于对照组(Z=-8.904,P<0.001),但学习主动性(Z=-1.886,P=0.059)与自主学习能力的提高(Z=-0.797,P=0.425)两组的差异无统计学意义。结论与传统教学法相比,显微互动模式在骨髓细胞识别教学中更有优势。但基于边疆民族地区学生基本素质整体偏低等实际情况,仅依靠该模式不足以解决学生学习主动性与自主学习能力方面存在的问题。任课教师需结合其他教学方法以增强骨髓细胞识别的教学效果,使教学与临床实践尽可能实现无缝对接,以更好地为该地区培养血液学检验领域内的实用型人才。

Objective To evaluate the results of microscope interactional model applied in bone marrow cell identification teaching.Methods In 2016 and 2017 by using the stratified sampling method we selected 61 students of Grade 2014（control group）and 55 students of Grade 2015（experimental group）from students of three-year medical clinical laboratory technology program at Dehong Vocational College.The control group was taught by the traditional method while the experimental group received microscope interactional model teaching.Questionnaire survey,theory examination,and skill assessment were conducted to evaluate outcomes of the two teaching approaches.The contents of the questionnaire included students＇ satisfaction with improvement of their learning interest,learning initiative,ability of bone marrow cell identification,learning efficiency,and autonomous learning ability.Results The experimental group had a higher skill assessment score than the control group（83.6±4.7 vs.75.5±5.9,t=-8.040,P0.001）,buttheoretical examination results did not differ significantly（73.3±10.5 vs.69.5±11.5,t=-1.849,P=0.067）.Compared with the control group,the microscope interactional model effectively aroused the students＇ interest in learning（Z=-5.591,P0.001）,ability of bone marrow cell identification（Z=-5.301,P0.001）,and learning efficiency（Z=-8.904,P0.001）.However,the two groups did not differ significantly in learning initiative（Z=-1.886,P =0.059）or autonomous learning ability（Z=-0.797,P=0.425）.Conclusion Compared with the traditional teaching method,the digital microscope interactional model has an advantage in teaching of bone marrow cell identification.However,the mode is not enough to solve existing problems in students＇ learning initiative and autonomous learning ability,as the basic quality of students in borderland ethnic minorities regions is generally low.Teachers should combine it with other teaching methods in order to strengthen teaching efficiency of bone marrow cell identification and integrate teaching with clinical practice,so as to produce practice-oriented talents of hematologic testing in these regions.