微课+微信+PBL教学法在骨科教学中的应用

Application of Microcourse + WeChat + PBL Teaching Method in Orthopedics Teaching

目的 研究微课、微信模式联合以问题为导向的教学法(problem-based learning,PBL)在骨科临床教学中的应用。方法 选择上海中医药大学附属普陀医院2019年6月—2020年6月期间收入的50名骨科实习生进行研究,按照随机数字表法分为两组均25名,其中对照组采取PBL教学,研究组在此基础上采取微课联合微信教学,观察两组各项考核成绩、综合能力、满意度。结果 两组教学前各项考核成绩无差异,教学前两组综合能力差异无统计学意义(P> 0.05),教学后研究组考核成绩高于对照组;教学后综合能力评分均较入科时提高,且研究组高于对照组,教学后研究组对教学满意度高于对照组,差异有统计学意义(P <0.05)。结论 微课、微信模式联合PBL教学法在骨科临床教学中,可获得较为良好的应用,能够提升学生各项考核成绩,并改善自身综合能力,能够提高学生学习效果,提升对各项知识的了解,能够提升学生对教学的满意度,对教学具有重要意义,值得应用。

Objective To study the application of micro-course,We Chat platform support and PBL(problem-based learning)mode on the clinical orthopedic education. Methods 50 interns practiced from June 2019 to June 2020 in our orthopedics department were investigated and randomly assigned to two groups, 25 cases in each group. The control group received PBL;the study group received PBL, micro-course and WeChat platform support. Examination performances and comprehensive ability were assessed. Results There was no difference between the two groups before teaching in terms of various assessment scores, and there was no statistically significant difference between the two groups before teaching in terms of comprehensive ability(P>0.05). After teaching,the assessment scores of the research group were higher than those of the control group;The scores of comprehensive abilities after teaching were higher than those at the time of admission, and the research group was higher than the control group, and the research group’s satisfaction with teaching was higher than the control group after teaching, the difference was statistically significant(P<0.05). Conclusion The micro-course, WeChat platform support and PBL mode can improve the student’s examination performances and comprehensive ability. It is worthy of clinical application.