SCH-SPOC教学模式在重症医学课程中的探索与实践

Exploration and Practice of SCH-SPOC Teaching Mode in Critical Care Medicine Course

目的在重症医学本科教学中采用自主学习(selfdirected learning,S)、协作学习(collaborative learning,C)、多种模式的杂合式学习(hybrid learning,H)联合小规模限制性在线课程(small private online course,SPOC)教学模式,评价其与传统教学方法的效果差别,为重症医学本科教育改进提供理论依据。方法于2022年2—5月选取兰州大学2017级五年制临床医学专业本科生麻醉专业2个班共计60名,按照班级分为两组,其中对照组30名,试验组30名。对照组采用线下课堂授课结合定时线上讨论答疑的基础教育模式,试验组采用SCHSPOC教学模式。采用理论测试、实践操作、能力评价、问卷调查、量表测定的方式来综合评价SCH-SPOC教学模式。同时发放授课教师自我评估表,测试教师对SCH-SPOC教学模式的认可度。结果试验组学生的总成绩明显高于对照组,同时试验组学生的病例分析能力也明显优于对照组,差异有统计学意义(P<0.05)。学生问卷结果显示:对学生自主学习能力提升有所帮助。授课教师自我评估调查表显示:有92%(12/13)教师认为SCH-SPOC教学模式可以接受。结论SCH-SPOC教学模式对重症医学临床教学改革有积极作用。

Objective To evaluate the difference between SCH-SPOC teaching mode and traditional teaching method in undergraduate education of critical care medicine,and to provide theoretical basis for the improvement of undergraduate education of critical care medicine.Methods A total of 60 students were selected from 2 classes of 2017 five-year clinical medicine undergraduates majoring in anesthesia in Lanzhou University from February to May 2022,and divided into two groups according to their classes.There were 30 cases in the control group and 30 cases in the experimental group.In the control group,the basic education mode of offline classroom teaching combined with regular online discussion and answering questions was adopted,while in the experimental group,the SCH-SPOC teaching mode was adopted.The teaching model of SCH-SPOC was comprehensively evaluated by means of theoretical test,practical operation,ability evaluation,questionnaire survey and scale measurement.At the same time,teachers'selfevaluation form was issued to test teachers'recognition of SCH-SPOC teaching mode.Results The total score of the experimental group was significantly higher than that of the control group,and the case analysis ability of the experimental group was also significantly better than that of the control group,with statistical significance(P<0.05).The results of the questionnaire showed that it was helpful to improve students'autonomous learning ability.The teacher self-evaluation questionnaire showed that 92%(12/13)of teachers considered the SCH-SPOC teaching model acceptable.Conclusion The teaching model of SCH-SPOC plays a positive role in the clinical teaching reform of critical care medicine.