适时教学在生物化学综合性实验课中的应用

Application of JiTT model in comprehensive experimental teaching of biochemistry

目的探讨适时教学(just-in-time-teaching,JiTT)在生物化学综合性实验(血清γ-球蛋白的分离提纯与鉴定)教学中的应用及效果。方法选取我校2016级临床医学本科专业100人作为研究对象,平均分为对照组和实验组。对照组(50人)采用传统教学,实验组(50人)采用JiTT。实验组课前3~5天,教师把微视频、导学案等资源上传到网络教学平台或网络学习交流组,构建在线学习交流和反馈环境;课上包括个人测试、教师面对面授课、小组讨论、完成实验报告和答疑解惑等环节,以检验和反馈学生自学情况。采用SPSS 22.0统计两组学生测试成绩与问卷结果,组间数据比较行t检验。结果实验组个人测试平均得分为(9.44±0.59),高于对照组的(8.77±0.41)分,差异有统计学意义(P=0.00)。在问卷关于学习效果评价的6项内容中,实验组学生对JiTT的评分均高于对照组对传统教学的评分,差异有统计学意义(P<0.05)。结论JiTT有助于提升生物化学实验教学质量,值得在其他专业基础课程中尝试。

Objective To explore the method and effect of applying just-in-time-teaching (JiTT) mode in the reform of the teaching method of biochemical comprehensive experiment (Isolation, Purification and Identification of γ-Globulin From serum). Methods A total of 100 undergraduate students in our 2016 clinical medicine were divided evenly into two groups: the control group and the experimental group. The control group used traditional teaching, and the experimental group used JiTT-based teaching. In the experimental group, an online environment for pre-classroom discussion and feedback was constructed by uploading learning resources such as short video and tutorials to the online teaching platform and the online learning exchange group 3-5 days before the class;the class session itself consisted of personal tests, face-to-face teaching by teachers, group discussion, finishing experimental report and answering questions etc., and was intended to evaluate the students' self-study. SPSS 22.0 was used to collect exam scores and questionnaire results, and the data between groups were compared using t test. Results The scores of individual test scores in the experimental group (9.44±0.59) were higher than those in the control group (8.77±0.41)(P=0.00), and the difference was statistically significant. In all the six questionnaire items pertaining to teaching effect, JiTT teaching method received higher scores than the traditional teaching method (P<0.05), and the difference was statistically significant. Conclusion JiTT can improve the quality of biochemistry experiment teaching. It is worthwhile to try it in the teaching of other basic specialized courses.