微课结合TBL/PBL教学法在神经外科研究生临床教学中的应用价值

Application Value of Micro-Lesson Combined With TBL/PBL Teaching Method in Clinical Teaching of Neurosurgery Postgraduates

目的 分析微课结合团队式学习(team based learning,TBL)/基于问题的学习(problem based learning,PBL)教学法在神经外科研究生临床教学中的应用价值。方法 选取2018年7月—2019年6月南昌大学第一附属医院神经外科接收的32名临床实习研究生开展研究,采用随机数表法将其分为对照组和观察组,各16名。对照组采用传统教学法,观察组采用微课结合TBL/PBL教学法。比较两组各项考核成绩、综合能力,并比较两组学生对教学评价调查问卷结果和对带教的总满意度。结果 观察组理论知识[(21.13±1.77)分]、病历书写[(21.27±1.58)分]、病例分析[(21.80±1.32)分]、临床操作技能[(20.07±2.05)分]、综合能力评分中实践能力[(85.62±3.45)分]、团队合作能力[(88.35±3.75)分]、沟通协作能力[(84.35±3.16)分]、应急应变能力[(86.69±4.25)分]成绩均高于对照组,观察组对提升临床思维能力(87.50%)、提高获取信息能力(87.50%)、提高主动学习能力(100.00%)、提高团队协作能力(75.00%)、教学效果良好(100.00%)、具有教学价值(100.00%)的认可率和对带教的总满意度(100.00%)均优于对照组,差异统计学有意义(P<0.05)。结论 微课结合TBL/PBL教学法较传统教学法能够提高神经外科研究生临床教学的考核成绩和综合能力,提高学生对教学的满意度。

Objective To analyze the application value of micro-class combined with team-based learning/problem-based learning(TBL/PBL)teaching method in clinical teaching of neurosurgery graduate students.Methods From July 2018 to June 2019,a total of 32 clinical practice postgraduate students admitted to the department of Surgery of our hospital were selected to carry out the study.They were divided into control group and observation group by random number table method,with 16 students in each group.The control group adopted traditional teaching method,and the observation group adopted micro class combined with TBL/PBL teaching method.The two groups were compared in terms of various examination results and comprehensive ability,and the results of the questionnaire on teaching evaluation and satisfaction with teaching were compared.Results In the observation group,the scores of theoretical knowledge[(21.13±1.77)points],medical record writing[(21.27±1.58)points],case analysis[(21.80±1.32)points],clinical operation skills[(20.07±2.05)points]and practical ability[(85.62±3.45)points]in the comprehensive ability score,teamwork ability[(88.35±3.75)points],communication and cooperation ability[(84.35±3.16)points],emergency response ability[(86.69±4.25)points]were higher than those of the control group.In the observation group,the results of the teaching evaluation questionnaire showed that the students'clinical thinking ability(87.50%),information acquisition ability(87.50%),active learning ability(100.00%),teamwork ability(75.00%),good teaching effect(100.00%)and teaching value(100.00%)were improved.The rate and the total satisfaction rate of teaching(100.00%)were better than that of the control group,and the difference was significant(P<0.05).Conclusion Compared with traditional teaching method,micro-lesson combined with TBL/PBL teaching method can improve the clinical teaching performance and comprehensive ability of neurosurgery postgraduates,and improve students'teaching satisfaction.