线上线下混合式教学模式及形成性评价在临床技能训练课程中的应用探讨

Discussion on the Application of Online and Offline Mixed Teaching Model and Formative Evaluation in Clinical Skills Training Course

目的分析临床技能训练课程当中线上线下混合式教学模式与形成性评价的应用价值。方法选取新疆医科大学第一附属医院2021年11月—2022年12月2018级临床班100名学生作为常规组,以2019级临床班100名学生作为研究组。常规组学生采用常规教学法,研究组学生采用线上线下混合式教学与形成性评价法,比较两组学生的考试通过率、操作水平及满意度和学习主动性等。结果研究组学生实践操作能力评分(90.66±2.31)分高于常规组(70.32±2.01)分,差异有统计学意义(P<0.05)。研究组学生对学习方法满意度高于常规组,差异有统计学意义(P<0.05)。研究组学生临床思维与分析能力及解决问题能力评分(91.63±2.05)分、(92.81±2.31)分均高于常规组(60.33±2.01)分、(61.36±2.33)分,差异有统计学意义(P<0.05)。研究组学生考试通过率高于常规组,差异有统计学意义(P<0.05)。结论在临床技能训练课程当中应用线上线下混合式教学模式与形成性评价,可提升学生考试成绩、考试通过率与满意度及学习主动性。

Objective To analyze the application value of online and offline mixed teaching model and formative evaluation in clinical skills training courses.Methods A total of 100 students from the clinical class of 2018 and 100 students from the clinical class of 2019 were selected from the First Affiliated Hospital of Xinjiang Medical University from November 2021 to December 2022 as the conventional group,and a total of 100 students from the clinical class of 2019 as the research group.The conventional teaching method was used in the conventional group of students,and the combination of online and offline teaching and formative evaluation method was used in the research group of students.The passing rate,operational level,satisfaction and learning initiative of the two groups of students were compared.Results The score of practical operation ability of students in the research group(90.66±2.31)points was higher than that in the conventional group(70.32±2.01)points,and the difference was statistically significant(P<0.05).The satisfaction of students in the study group was higher than that in the conventional group,and the difference was statistically significant(P<0.05).The scores of clinical thinking and analytical ability and problem-solving ability of students in the research group(91.63±2.05)points and(92.81±2.31)points were higher than those in the conventional group(60.33±2.01)points and(61.36±2.33)points,and the difference was statistically significant(P<0.05).The passing rate of students in the research group was higher than that in the conventional group,and the difference was statistically significant(P<0.05).Conclusion The application of the mixed teaching model and formative evaluation in clinical skills training courses can improve students´test scores,passing rate,satisfaction and learning initiative.