BOPPPS+CBL教学模式在超声诊断学实践教学中的应用效果

Application Effect of BOPPPS+CBL Teaching Mode in Practical Teaching of Ultrasonic Diagnostics

目的分析在超声诊断学实践教学中应用BOPPPS+CBL教学模式的实施效果。方法选取2021年1—12月60名于该院超声科见习的实习生为研究对象,以2021年1—6月为对照组,以2021年7—12月为观察组,每组30名。对照组应用常规教学模式,观察组应用BOPPPS+CBL教学模式。对比两组教学效果。结果观察组基础知识(36.53±1.24)分、临床操作(15.44±2.16)分、病例分析(35.44±1.50)分、总分(93.17±2.95)分均高于对照组,差异有统计学意义(t=20.552、6.754、14.754、8.791,P<0.05);其带教效果(23.22±1.57)分、带教方法(23.17±1.25)分、带教内容(22.24±1.03)分、带教态度(23.26±1.07)分均高于对照组,差异有统计学意义(t=7.845、9.234、7.246、7.892,P<0.05);其教学满意度96.67%高于对照组,差异有统计学意义(χ^(2)=4.705,P<0.05);观察组团队协作能力(23.20±1.55)分、临床思维能力(23.17±1.25)分、提升学习兴趣(22.26±1.08)分、自主学习能力(23.28±1.09)分高于对照组,差异有统计学意义(t=7.791、9.330、7.468、7.299,P<0.05)。结论通过采取BOPPPS+CBL教学模式,可在超声诊断学实践教学中发挥诸多积极作用。

Objective To analyze the implementation effect of BOPPPS+CBL teaching mode in the practical teaching of ultrasonic diagnostics.Methods Selected 60 interns who were trainees in the ultrasound department of the hospital from January to December 2021 as the research objects,with January to June 2021 as the control group and July to December 2021 as the observation group,with 30 students in each group.The control group applied the conventional teaching mode;the observation group applied the BOPPPS+CBL teaching mode,and the teaching effects of the two groups were compared.Results The scores of basic knowledge(36.53±1.24)points,clinical operation(15.44±2.16)points,case analysis(35.44±1.50)points and total score(93.17±2.95)points in the observation group were higher than those in the control group,the difference was statistically significant(t=20.552,6.754,14.754,8.791,P<0.05).The scores of teaching effect(23.22±1.57)points,teaching method(23.17±1.25)points,teaching content(22.24±1.03)points and teaching attitude(23.26±1.07)points were higher than those in the control group,the difference was statistically significant(t=7.845,9.234,7.246,7.892,P<0.05).The teaching satisfaction was 96.67%higher than that of the control group,the difference was statistically significant(χ^(2)=4.705,P<0.05).The observation group had higher scores for teamwork ability(23.20±1.55)points,clinical thinking ability(23.17±1.25)points,improving learning interest(22.26±1.08)points and autonomous learning ability(23.28±1.09)points,and the difference was statistically significant(t=7.791,9.330,7.468,7.299,P<0.05).Conclusion By adopting BOPPPS+CBL teaching mode,it can play a lot of positive roles in the practical teaching of ultrasonic diagnostics.