微课程在胸外科教学中的应用实践

Design and application of micro-courses in thoracic surgery teaching

目的:探讨微课程在胸外科教学中的应用效果。方法:结合胸外科教学内容和本科室教学经验,建立具有特色的微型学习资源库,随机选取2014级本科生20人编为实验组,使用微型学习资源库教学;选取2013级本科生20人编为对照组,实施传统的面向课程教学,授课教师不变。通过问卷调查及答题考核评价教学效果。采用SPSS 18.0进行 t检验。 结果:分11个模块建成了胸外科微型学习资源库,实验组学生的学习兴趣、学习效果和接受度都超过对照组,差异具有统计学意义( P<0.05),理解能力差异无统计学意义( P>0.05)。实验组学生在胸外科基础知识和临床能力方面都高于对照组[(85.3±10.6)vs.(72.5±9.6)、(87.3±11.5)vs.(75.9±12.2)],差异有统计学意义( P<0.05)。 结论:建立适合胸外科的微型学习资源库与教学应用模型,学生可以根据自身情况有目的、主动地选择学习内容,不仅能提高学生的学习兴趣,而且取得了满意的学习效果。

Objective To investigate the effects of micro course in teaching of thoracic surgery.Methods According to the teaching content of thoracic surgery and the previous teaching experience of the Department of Thoracic Surgery,the micro learning resource base with characteristics was established.We enrolled 20 students of Grade 2014 as the experimental group and 20 students of Grade 2013 as the control group.The micro learning resource base was used for teaching in the experimental group,and the traditional course teaching was carried out in the control group(the teachers were not changed).The teaching effect was evaluated through questionnaires and examinations.Results The micro learning resource base of thoracic surgery consisted of 11 modules.The learning interest,effect and acceptance in the experimental group were significantly higher than those in the control group(all P<0.05),and there was no significant difference in understanding ability(P>0.05).Moreover,the experimental group revealed much higher scores in the basic knowledge[(85.3±10.6)vs.(72.5±9.6)]and clinical ability[(87.3±11.5)vs.(75.9±12.2)]than the control group(both P<0.05).Conclusion It is worth popularizing to establish a micro learning resource base and teaching application model suitable for thoracic surgery,which can help improve students'interest in learning and achieve better learning results through students'targeted and active learning.