采用案例教学优化医学本科生妇幼营养选修课的效果观察

Effect of case-based teaching in optimization of the optional course of maternal and child nutrition for medical undergraduates

目的探讨案例教学相较于常规教学,在医学本科生妇幼营养选修课中的实施效果。方法以2016年选修该课程、接受常规教学的学生为对照组,2017年选修该课程、接受案例教学的学生为试验组。实验组教师在教学中需进行案例撰写、集体备课、全程指导和启发学生及课后总结。实验组学生在学习中课前需搜集资料,课堂围绕案例进行角色扮演、分组讨论、组间交流等。课程结束后,通过涉及备孕期、孕期和哺乳期营养,母乳喂养,辅食添加等相关知识的考核调查表;按知识点,以性别和年级为因素,采用SPSS 18.0行两样本率的卡方检验,逐条分析答题正确率。结果对照组回收有效调查表107份,实验组回收有效调查表109份。在主要考查学生对妇幼营养相关知识的识记能力类题目上,实验组学生的答题正确率虽均高于对照组,但差异均无统计学意义(均P>0.05)。在主要考查学生对妇幼营养相关知识的理解和实际应用能力类题目上,实验组学生的答题正确率均高于对照组,差异均有统计学意义(均P<0.05);按性别和年级进一步分层分析显示,实验组学生的答题正确率仍都高于对照组。结论与常规教学相比,案例教学可能在增强学生识记能力方面不具有优势,但案例教学能让学生更容易理解和掌握妇幼营养理论知识的实际应用。

Objective To investigate the application effect of case-based teaching versus traditional teaching in the optional course of maternal and child nutrition for medical undergraduates. Methods The students who completed the course through the traditional teaching method in 2016 were enrolled as control group, and those who completed the course through the case-based teaching method in 2017 were enrolled as experimental group. In the process of teaching, the teachers in the experimental group needed to write cases, prepare lessons collectively, give guidance and inspiration, and summarize after class. During the learning process, the students in the experimental group needed to collect information before class and perform role play, group discussion, and intergroup communication about the case during class. After the course ended, a questionnaire for nutrition during pregnancy preparation, pregnancy, and lactation, breastfeeding, and complementary feeding was developed for assessment. With sex and grade as related factors, SPSS 18.0 was used for the chi-square test of two sample rates according to knowledge points, and the correct rate of each item was analyzed. Results A total of 107 valid questionnaires were collected from the control group, and 109 valid questionnaires were collected from the experimental group. For the questions on the knowledge of maternal and child nutrition, the experimental group had slightly higher correct rates than the control group (all P>0.05). For the questions on the comprehension and practical application of the knowledge of maternal and child nutrition, the experimental group had significantly higher correct rates than the control group (all P<0.05). Further stratified analysis based on sex and grade showed that the experimental group had higher correct rates than the control group. Conclusion Compared with traditional teaching, case-based teaching may not have advantages in enhancing students' memorizing ability, but it can make it easier for students to understand the theoretical knowledge of maternal and child nutrition and master the practical application of such knowledge.