“互联网+”背景下“BOPPPS+CBL”在物理诊断教学中的应用

Application of BOPPPS combing with CBL method in experimental teaching of physical diagnosis under the background of "Internet+"

目的物理诊断学是一门重要的理论和实践衔接的学科,通过与传统教学模式比较,探讨"互联网+"背景下BOPPPS与病例引导教学(case-based learning,CBL)相结合的教学方法在物理诊断实验课中的应用效果。方法将安徽医科大学2017级全科医学专业2个小班共68名学生以抽签方式随机分为实验组(36人)和对照组(32人)。对照组采用传统授课教学法;实验组采用"互联网+"背景下BOPPPS与CBL相结合的教学方法。课程结束后,对2组学生进行理论和技能操作考试,并采用调查问卷方式对学生在学习兴趣、自主学习能力、临床思维能力、团队协作以及对教学方法的满意程度等进行调查,以评价其教学效果。结果实验组的理论成绩和技能操作成绩均明显优于传统授课教学组(理论成绩得分80.37±8.97 vs. 73.81±9.97,t=2.850,P=0.006;技能操作成绩得分81.88±7.29 vs. 75.06±8.87,t=3.749,P=0.001)。问卷调查结果显示,与传统教学组相比,应用BOPPPS与CBL相结合的教学方法后,学生在学习兴趣、自主学习能力、临床思维、团队协作以及授课满意度等评价也明显优于传统授课教学组(均P<0.05)。结论在物理诊断实验课中实行"互联网+"背景下BOPPPS与CBL相结合的教学方法能够提高学生的学习兴趣,培养自主学习能力和临床思维,增强师生之间的交流和沟通,提高物理诊断实验课的教学质量。

Objective Physical diagnostics is an important theoretical and practical convergence discipline.To investigate the effect of BOPPPS combined with CBL method in experimental teaching of physical diagnosis under the background of"Internet+".Methods The undergraduate-master General Medical students of Anhui Medical University were randomly divided into two groups according to the class.ClassⅠwas experimental group(n=36)and ClassⅡwas control group(n=32).The experimental group used BOPPPS+CBL under the background of"Internet+"teaching method.The control group used the traditional teaching method.After the course,the two groups of students were tested on theory and skills,and the questionnaire were used to investigate the students’interest in learning,autonomous learning ability,clinical thinking ability,teamwork,and satisfaction with teaching methods to evaluate their teaching effect.Results The theoretical scores and skill operation scores of the experimental group were significantly better than those of the traditional teaching group(theory scores:80.37±8.97 vs.73.81±9.97,t=2.850,P=0.006;skill operation scores:81.88±7.29 versus 75.06±8.87,t=3.749,P=0.001).The results of the questionnaire survey showed that compared with the traditional teaching group,BOPPPS and CBL group’s evaluation of learning interest,autonomous learning ability,clinical thinking,teamwork,and teaching satisfaction were also significantly better than those of the traditional teaching group(all P<0.05).Conclusion The teaching method of BOPPPS+CBL under the background of"Internet+"teaching method is superior to the traditional one.The new teaching method can not only improve study interest,develop self-learning and clinical thinking ability,enhance communication between teachers and students,but also enhance the teaching quality of the experimental physical diagnosis course.