手绘细胞形态结合CBL教学法在实验诊断教学中的应用探讨

Exploring the Application of Hand-drawn Cell Morphology Combined with CBL Teaching Method in Experimental Diagnosis Teaching

目的探讨手绘细胞形态结合CBL教学法在实验诊断教学中的应用效果,为今后实验诊断教学方法提供参考依据。方法选取2018年9月—2018年12月齐齐哈尔医学院2018级影像专业本科生共77名,根据不同学年分为研究组(n=39)和传统组(n=38)。传统组本科生给予传统教学授课模式,研究组本科生实施手绘细胞形态结合CBL教学法,两组本科生均教学实践一学期。教学工作结束后,对两组带教效果进行比较,并比较两组学生对教学模式的接受程度和教学满意度。结果经不同教学方法实践,研究组学生理论成绩和实践操作成绩均高于传统组学生,差异有统计学意义(t=7.109、10.984,P<0.001)。研究组学生对教学模式的兴趣度、认可度和参与度均明显高于传统组,差异有统计学意义(t=7.943、7.333、5.767,P<0.001)。研究组学生对带教满意度(97.44%)明显高于传统组(84.21%),差异有统计学意义(χ^(2)=7.789,P=0.007)。结论手绘细胞形态结合CBL教学法在实验诊断教学中的应用效果较好,可有效提高学生理论和实践技能,提高学生兴趣度和参与度,学生接受程度高,对该教学方法满意度更强,值得在实验诊断教学中进一步推广使用。

Objective To pxplore the application effect of hand-drawn cell morphology combined with CBL teaching method in experimental diagnosis teaching,and provide a reference basis for future experimental diagnosis teaching methods.Methods A total of 77 undergraduate students of the class of 2018 in imaging at Qiqihar Medical College from September 2018 to December 2018 were selected and divided into a research group(n=39)and a traditional group(n=38)according to different academic years.Undergraduates in the traditional group were given traditional teaching lecture mode,and undergraduates in the research group implemented hand-drawn cell morphology combined with CBL teaching method,and both groups of undergraduates taught practice for one semester.At the end of the teaching work,the teaching effects of the two groups were compared,and the acceptance of the teaching mode and the teaching satisfaction of the students in the two groups were compared.Results After the practice of different teaching methods,the theoretical and practical scores of students in the research group were higher than those of students in the traditional group,and the differences were statistically significant(t=7.109,10.984,P<0.001).The interest,recognition and participation of the students in the study group were significantly higher than those in the traditional group,and the difference was statistically significant(t=7.943,7.333,5.767,P<0.001).Students in the study group were significantly more satisfied with the banding(97.44%)than the traditional group(84.21%),the difference was statistically significant(χ^(2)=7.789,P=0.007).Conclusion The application of hand-drawn cell morphology combined with CBL teaching method in experimental diagnosis teaching is better,which can effectively improve students'theoretical and practical skills,increase students'interest and participation,and students'acceptance is high and their satisfaction with this teaching method is stronger,so it is worth to be further promoted in experimental diagnosis teaching.