MOOC联合CBL教学法在神经病学住院医生规范化培训中的应用

Application of MOOC combined with CBL teaching methods in standardized training of neurological medicine residents

目的探讨MOOC联合CBL教学法在神经病学住院医生规范化培训(以下简称规培)中的应用效果。方法选取2021年10月至2022年10月在我院神经内科轮转的规培医生50名,随机分为实验组和对照组各25名。实验组采用MOOC联合CBL教学法,对照组采用传统LBL教学法,观察两组规培医生的理论知识、临床综合能力评定的专科考核成绩,以及自主学习、学习兴趣、求知欲、自律性、学习意愿改变共5项的自主学习能力评估和教学满意度(包括带教老生态度、教学模式、教学课程安排、教学资源)情况,并分析比较教学效果。结果实验组规培医生的专科考核总成绩高于对照组,差异有统计学意义(P<0.05);实验组的理论知识成绩和临床综合能力评分均高于对照组,差异均有统计学意义(均P<0.05);实验组规培医生的自主学习能力总评分高于对照组(P<0.05),自主学习、学习兴趣、求知欲、学习意愿改变等方面均优于对照组(均P<0.05),自律性改变评分比较差异无统计学意义(P>0.05)。实验组规培医生对教学模式的满意度高于对照组,差异有统计学意义(P<0.05);两组规培医生在教师态度、教学课程安排和教学资源等方面的满意度比较,差异均无统计学意义(P>0.05)。结论MOOC联合CBL教学法在神经病学住院医生规范化培训中的效果优于传统教学模式,有助于激发规培医生的学习兴趣,提高自主学习能力、专业知识和临床综合素质,从而提高了教学满意度。

Objective This study aimed to investigate the effect and value of MOOC combined with CBL teaching method in standardized training of neurological medicine residents.Methods Fifty resident physicians who participated in standardized training in neurology department from October 2021 to October 2022 were selected.The residents were divided randomly into study group(MOOC combined with CBL)and control group(traditional LBL teaching method)and were taught the same content of common diseases in neurology,twenty-five residents in each group.The effect of the teaching mode was evaluated through the examination and questionnaire survey in three terms of specialized assessment including theoretical knowledge and clinical comprehensive ability assessment,self-study ability assessment in five aspects including autonomous learning,learning interest,thirst for knowledge,self-discipline and change in learning willingness,as well as the assessment of teaching satisfaction in three aspects including attitude of teachers,teaching mode,teaching course arrangement,and teaching resources.Results The specialized assessment score of the experimental group students was higher than that of the control group,with a statistically significant difference(P<0.05).The theoretical knowledge scores and clinical comprehensive ability scores of the experimental group were both higher than those of the control group(P<0.05).The total score of the self-study ability evaluation of the experimental group students was higher than that of the control group,and the difference was statistically significant(P<0.05).The aspects of autonomous learning,learning interest,thirst for knowledge and change in learning willingness were all statistically significant(P<0.05),while the difference in self-discipline scores was not statistically significant(P>0.05).The evaluation of teaching satisfaction of the experimental group in the aspect of the teaching mode was higher than that of the control group with a statistically significant difference(P<0.05).However,there were no statistically significant differences of the two groups in the aspects of satisfaction with attitudes of teachers,teaching course arrangements and teaching resources(P>0.05).Conclusion MOOC combined with CBL teaching method in standardized training of residents has significantly advantages over the traditional LBL teaching method,which is helpful to stimulate learning interests and enhance autonomous learning ability and clinical skills.