“BOPPPS +微课”教学模式在诊断学基础教学中的应用探索

Application of “BOPPPS + micro-lecture” teaching mode in Fundamentals of Diagnostics

目的 探讨“BOPPPS+微课”教学模式在外国留学生诊断学基础教学中的效果。方法 以北京中医药大学2016级、2018级本科中医学专业与针灸推拿学专业的留学生为研究对象,分别为对照组(n=28)和试验组(n=57),对应采用传统教学模式和“BOPPPS+微课”的教学模式。以肺部查体、心脏查体、腹部检查、神经系统查体4部分为测试单元进行测试。对试验组在课程结束后进行问卷调研,以及在开课初和结束后各进行一次半结构式访谈。结果 试验组的各单元测试成绩及总成绩均明显优于对照组,差异具有统计学意义(P<0.05)。问卷调研结果显示学生认可“BOPPPS+微课”教学模式。通过目的性抽样原则,本研究共纳入4人(2名学生、2名授课老师)进行8人次的半结构式访谈。通过ATLAS.ti质性分析软件,进行编码,其结果显示授课老师与学生均对本教学模式持肯定评价,认为其存在多项优点。结论 “BOPPPS+微课”教学模式可调动外国留学生的学习兴趣,提高诊断学基础的教学质量,值得进一步推广。

Objective This paper aims to explore the effect of “BOPPPS + micro-lecture” teaching mode in Fundamentals of Diagnostics for international students. Methods The 2016 and 2018 international undergraduate students majoring in traditional Chinese medicine(TCM) and acupuncture-moxibustion and Tuina at Beijing University of Chinese Medicine were selected as the research subjects. They were allocated into the control group(n=28;traditional teaching mode) and the test group(n=57;“BOPPPS + micro-lecture” teaching mode). The four parts of lung examination, heart examination, abdominal examination, and nervous system examination were used as test units. For the test group, a semi-structured interview was conducted at the beginning and the end of the course, and a questionnaire was conducted at the end of the course as well. Results The scores of each unit and the total scores of the test group were significantly higher than those of the control group, with statistical differences(P<0.05). The questionnaire survey showed that students recognized the “BOPPPS + micro-lecture” teaching mode. Four interviewees(2 students and 2 teachers) were selected to conduct a semi-structured interview for 8 times. The data were transcribed and encoded by ATLAS.ti qualitative analysis software, and the findings showed that both the teachers and the students positively recognized this teaching mode and considered it a good teaching mode with many advantages. Conclusion The “BOPPPS + micro-lecture” teaching mode can stimulate the interest of international students and improve the teaching quality of Fundamentals of Diagnostics. It can be further applied to more courses.