微视频在诊断学肺部体格检查教学中的应用

Application of Micro-video in Diagnostic Lung Physical Examination Teaching

目的 探索微视频教学在临床医学生肺部体格检查中应用效果。方法 随机选取昆明医科大学2016级、2017级临床系五年制本科生共80人为对照组,2018级、2019级临床系五年制本科生共82人为试验组,对照组采用传统的教学方法,实验组采用微视频与传统教学相结合的教学模式进行教学。课程结束时应用实践技能考试成绩及问卷调查对教学效果进行评价。结果 对照组学生测试成绩低于实验组学生测试成绩(83.16±8.80),差异有统计学意义(P<0.05);问卷调查结果显示直观性和理解性得分对照组(8.09±1.94)低于实验组(8.96±1.36);易掌握性得分对照组(8.21±1.80)低于实验组(8.74±1.58);易记忆性得分对照组(4.60±0.89)低于实验组(8.41±1.85);练习可参照性得分对照组(7.76±2.03)低于实验组(9.05±1.62);老师反馈及时性得分对照组(8.35±1.90)低于实验组(9.29±1.16);老师反馈收获性得分对照组(8.49±1.69)低于实验组(9.26±1.30),实验组(微视频与传统教学相结合组)和对照组(传统教学组)的各项得分比较差异均有统计学意义(P<0.05);同时学生学习积极性、学习效率和自主学习能力提高且具有较强的解决问题能力。结论 微视频与传统教学相结合的教学模式在临床教学中提高教学效果及质量,值得在临床教学中推广。

Objective To explore the application effect of micro-video teaching in lung physical examination of clinical medical students. Methods A total of 80 five-year undergraduates of 2016 and 2017clinical departments of Kunming Medical University were randomly selected as the control group,and 82 five-year undergraduates of 2018 and 2019 clinical departments were randomly selected as the experimental group. The traditional teaching methods were used in the control group,and the teaching mode of combining micro video and traditional teaching was used in the experimental group. At the end of the course, the results of practical skills examination and questionnaire survey are used to evaluate the teaching effect. Results The test scores of the control group were lower than those of the experimental group(83.16±8.80),and the difference was statistically significant(P<0.05). The results of questionnaire survey showed that the scores of intuitiveness and comprehensibility in the control group(8.09±1.94) were lower than those in the experimental group(8.96±1.36). The mastery score of the control group(8.21±1.80) was lower than that of the experimental group(8.74±1.58). The memorability score of the control group(4.60±0.89) was lower than that of the experimental group(8.41±1.85).The score of exercise referability in the control group(7.76±2.03) was lower than that in the experimental group(9.05±1.62). The timeliness score of teacher feedback in the control group(8.35±1.90) was lower than that in the experimental group(9.29±1.16). The score of teacher feedback in the control group(8.49±1.69) was lower than that in the experimental group(9.26±1.30), and there were statistically significant differences between the experimental group(micro video combined with traditional teaching group) and the control group(traditional teaching group)(P<0.05). At the same time, the students’ learning enthusiasm, learning efficiency and autonomous learning ability are improved and they have strong problem-solving ability. Conclusion The teaching mode of combining micro video with traditional teaching can improve the teaching effect and quality in clinical teaching,which is worth popularizing in clinical teaching.