多元化教学方式在骨科临床教学中的应用效果

Application Effect of Diversified Teaching Methods in Clinical Teaching of Orthopedics

目的探讨在骨科临床教学中,采用多元化教学方式的实际应用效果和此种教学方式的价值。方法选取我院从2018年10月—2019年10月于骨科实习的90名临床医学生作为本次教学方法的研究对象,通过随机数字表法将学生分为对照组和观察组。将对照组(45名学生)采用传统的教学方式,与观察组(45名学生)采用多元化教学方式进行学习成绩、教学质量和带教满意度的对比。结果在教学后,观察组学生的理论成绩和实践成绩为(92.18±3.23)分、(94.37±2.86)分,对照组学生的成绩为(86.25±2.27)分、(83.38±3.45)分,两组的差异有统计学意义(P<0.05);在教学质量上,观察组学生的学习主动性为(28.75±5.78)分,自我归属感为(21.11±3.86)分,对照组的学生的学习主动性为(16.23±3.02)分,自我归属感为(12.09±1.23)分,二者的差异有统计学意义(P<0.05);观察组的学生在教学后,对教学的满意度为97.78%,也高于对照组学生的总满意度为86.67%,二者的差异有统计学意义(P<0.05)。结论在骨科临床教学中,相对于传统的教学方式,采用多元化教学能够更好的提升教学质量。在提高学生的教学成绩的同时,也能够调动学生的自主学习能力,提高学习的主动性,对带教老师教学的满意度也有着改善。

Objective Discuss the practical application effect of diversified teaching methods and the value of this teaching method in orthopedics clinical teaching.Methods We selected 90 clinical medical students in our hospital from October 2018 to October 2019 who practiced in orthopedics as the research objects of this teaching method.The students were divided into a control group and an observation group by random number method.The control group(45 students)used traditional teaching methods,and the observation group(45 students)used diversified teaching methods to compare academic performance,teaching quality and teacher satisfaction.Results After teaching,the observation group’s theoretical and practical scores were(92.18±3.23)points and(94.37±2.86)points,while the control group’s scores were(86.25±2.27)points and(83.38±3.45)points.The difference is obvious(P<0.05);in terms of teaching quality,the learning initiative of the students in the observation group is(28.75±5.78)points,the sense of self-belonging is(21.11±3.86)points,and the learning initiative of the students in the control group is(16.23±3.02)points,selfbelonging is(12.09±1.23)points,the difference between the two is obvious(P<0.05);the students in the observation group are 97.78%satisfied with teaching after teaching,which is also higher than the control group.The total satisfaction of students was 86.67%,and the difference between the two was significant(P<0.05).Conclusion In orthopedics clinical teaching,compared with traditional teaching methods,diversified teaching can better improve teaching quality.While improving students'teaching performance,it can also mobilize students'autonomous learning ability,improve their learning initiative,and improve their satisfaction with teaching teachers,which can be promoted and applied in teaching.