摘要
目的 探索混合教学方式在介入放射学课程教学中的应用效果。方法 选取齐齐哈尔医学院2016级和2017级医学影像学专业370名学生为研究对象。采用试验对照研究方法,将2017级医学影像学专业185名学生设为试验组,采用混合教学方式进行介入放射学课程教学;将2016级医学影像学专业185名学生设为对照组,采用传统教学方式进行介入放射学课程教学。课程教学结束后,通过理论知识和实践操作能力考核成绩和相关问卷调查结果,比较两组学生不同教学方式的实施效果和学生对各自教学方式的满意情况。结果 试验组学生的理论知识[(45.55±2.58)分]和实践操作能力[(46.57±2.56)分]考核成绩均高于对照组学生[(34.65±1.65)分和(40.12±2.46)分],其差异均具有统计学意义(均P<0.05)。试验组学生的学习兴趣(96.2%)、实践能力(94.6%)、沟通交流(91.9%)、分析讨论(96.8%)、集体协作(95.7%)、合理利用资源(93.5%)、介入放射知识理解(96.2%)情况均优于对照组学生(85.4%、82.2%、80.0%、85.9%、86.5%、83.8%、90.8%),其差异均具有统计学意义(均P<0.05);试验组学生对教学内容[(3.45±0.32)分]、教师态度[(3.34±0.45)分]、教学设计[(3.65±0.26)分]、课堂氛围[(3.59±0.36)分]、授课形式[(3.69±0.28)分]等方面的评分均高于对照组学生[(3.12±0.25)分、(3.05±0.36)分、(2.96±0.65)分、(2.74±0.45)分、(3.02±0.21)分],其差异均具有统计学意义(均P<0.05)。结论 混合教学方式应用于介入放射学课程教学,有助于提高学生理论知识和实践操作能力考核成绩,增加学生学习兴趣等,还可以提高学生的教学满意度,值得推广应用。
Objective To explore the application effect of the mixed teaching method in interventional radiology teaching.Methods A total of 370 students majoring in medical imaging in Grade 2016 and 2017 from Qiqihar Medical College were selected as the research subjects.Experimental control study methods was used,and 185 students in Grade 2017 were the experimental group,who taught with the mixed teaching method in the academic year of 2020—2021,while 185 students in Grade 2016 who taught with traditional teaching method in the 2018—2019 academic year were the control group.After the course,the results of theoretical knowledge examination and practical operation ability evaluation and their satisfaction with each teaching method between two groups were compared.Results The scores of theoretical knowledge and practical operation ability of the experimental group students were 45.55±2.58 and 46.57±2.56,respectively,which were higher than the scores of the control group students(34.65±1.65 and 40.12±2.46),and the differences were statistically significant(all P<0.05);the scores of learning interest(96.2%),practical ability(94.6%),communication(91.9%),analysis and discussion(96.8%),collective collaboration(95.7%),reasonable utilization of resources(93.5%),and understanding of interventional radiology knowledge(96.2%)of the experimental group students were higher than those of the control group students(85.4%,82.2%,80.0%,85.9%,86.5%,83.8%,90.8%,respectively),and the differences were statistically significant(all P<0.05);the satisfaction scores of the experimental group students on teaching content,teacher attitude,teaching design,classroom atmosphere,and teaching form were 3.45±0.32,3.34±0.45,3.65±0.26,3.59±0.36,and 3.69±0.28,respectively,which were higher than those of the control group students(3.12±0.25,3.05±0.36,2.96±0.65,2.74±0.45,and 3.02±0.21,respectively),and the differences were statistically significant(all P<0.05).Conclusions The mixed teaching method in interventional radiology teaching has good effects on improving the efficiency of classroom teaching,improving students theoretical knowledge and practical operation ability assessmet scores,increasing students interest in learning,and improving their satisfaction and recognition of teaching.It is worthy of promotion and application.
作者
杜友利
王东旭
马晓欧
陈梦宇
DU Youli;WANG Dongxu;MA Xiaoou;CHEN Mengyu(Department of Intervention,The Second Affiliated Hospital of Qiqihar Medical College,Qiqihar 161000,China;Teaching and Research Section of Imaging,The Second Affiliated Hospital of Qiqihar Medical College,Qiqihar 161000,China;CT Room,The Second Affiliated Hospital of Qiqihar Medical College,Qiqihar 161000,China;Department of Educational Affairs,The Second Affiliated Hospital of Qiqihar Medical College,Qiqihar 161000,China)
出处
《浙江医学教育》
2024年第1期14-19,共6页
Zhejiang Medical Education
基金
黑龙江省高等教育教学改革项目一般项目:“后疫情时代混合式教学模式在《介入放射学》教学中的探索研究”(SJGY20200818)。
关键词
混合教学
教学方式
介入放射学
教学效果
Blended teaching
Teaching method
Interventional radiology
Teaching effect