理论实验融合式—小班化模式在预防医学教学中的应用

Application on theoretical experimental fusion-application of small class model in preventive medicine teaching

目的通过分析理论实验融合式-小班化模式在预防医学教学中的应用效果,为预防医学课程的教学提供参考。方法2022年3-7月,选择某高校公共卫生学院预防医学专业两个班的60名本科生为研究对象,以预防医学专业核心课程《儿童少年卫生学》为研究课程。通过抽签分为干预组和对照组,干预组33人,对照组27人。对照组学生采用传统教学模式,干预组学生采用理论实验融合式-小班化教学模式。课程结束后两组学生均进行考试成绩(平时和总评)评价,同时课后进行学生自主学习能力问卷调查。结果干预组学生平时成绩高于对照组,差异有统计学意义(t=5.711,P<0.01)。干预组学生总评成绩优于对照组,差异有统计学意义(t=2.661,P<0.01)。干预组学生自主学习能力学习求助、学习计划、学习总结、学习评价、学习管理得分均高于对照组,差异有统计学意义(t值分别为-2.888、-3.839、-2.723、-2.927、-2.42,P<0.05)。结论预防医学专业教学中通过理论实验融合式-小班化教学模式可以提高学生的自主学习能力。

Objective To explore the application effect of teaching reform in training students'independent learning ability in preventive medicine through analyzing the fusion of theoretical experiment and small-class teaching model,so as to provide reference for the teaching reform of preventive medicine course.Methods From March to July 2022,60 undergraduate students from 2 classes of preventive medicine majoring in the School of Public Health of a university were selected as the research subjects,and the core course of preventive medicine majoring in Child and Adolescent Health was used as the research course.They were divided into intervention and control groups by lot drawing,33 in the intervention group and 27 in the control group.The students in the control group were taught in the traditional teaching mode,and the students in the intervention group were taught in the theoretical experimental fusion-application of small class model.At the end of the course,both groups of students were evaluated by exam results(usual and overall),and a questionnaire survey on students'independent learning ability was conducted after the course.Results Students in the intervention group scored higher than those in the control group in the usual grades,and the difference was statistically significant(t=5.711,P<0.01).The overall assessment scores of students in the intervention group were higher than those of the control group,and the difference was statistically significant(t=2.661,P<0.01).The scores of students'independent learning ability learning help,learning plan,learning summary,learning evaluation and learning management in the intervention group were higher than those in the control group,and the difference was statistically significant(t=-2.888,-3.839,-2.723,-2.927,-2.42,P<0.05).Conclusion The independent learning ability of students can be improved through the theoretical-experimental integrated-small group teaching mode in the teaching of preventive medicine specialty.