线上线下混合式教学方法在本科医学影像学实习教学中的运用效果

Application Effect of Online and Offline Mixed Teaching Method in Undergraduate Medical Imaging Practice Teaching

目的探讨线上、线下混合式教学方法在本科医学影像学实习教学中的运用效果。方法选择2020年3—6月本科医学影像学实习学生60名作为研究对象,通过随机数表法将其分成常规教学组(30名)与混合教学组(30名),两组学生理论课学习背景基本相同,均为同级培养的实习学生。常规教学组在实习教学环节采用跟师现场指导方式,混合教学组在常规指导基础上,教师收集相应理论知识单元并通过网上平台教学。完成实习学习后对学生进行理论、实习考试,调查学习积极性等,对比两组的考试成绩及积极性。结果混合教学组学生的理论考核成绩、学习积极性以及临床能力评分均高于常规教学组,差异有统计学意义(P<0.05)。结论将线上、线下混合式教学方法应用于本科医学影像学实习教学中能显著提高学生的学习积极性和理论、实践成绩,让学生具备更高的临床胜任能力。

Objective To explore the application effect of online and offline mixed teaching method in undergraduate medical imaging practice teaching.Methods A total of 60 undergraduate medical imaging intern students from March to June 2020 were selected as the research subjects,and they were divided into a conventional teaching group(30 students)and a mixed teaching group(30 students)by random number table method.The two groups of students had basically the same learning background in theoretical courses,and they were all intern students trained at the same level.The conventional teaching group adopted the method of on-site guidance with teachers in the practice teaching link,and the mixed teaching group collected the corresponding theoretical knowledge units and teaches through the online platform on the basis of the conventional guidance.After the completion of the practice study,the students will be tested for theory and practice,and their enthusiasm for learning was investigated,and the test scores and enthusiasm of the two groups were compared.Results The scores of theoretical assessment,learning enthusiasm and clinical ability of students in the mixed teaching group were higher than those in the conventional teaching group,and the difference was statistically significant(P<0.05).Conclusion The application of online and offline mixed teaching method in undergraduate medical imaging practice teaching can significantly improve students'learning enthusiasm and theoretical and practical achievements,and enable students to have higher clinical competence.