BOPPPS联合TBL教学法在骨科实习教学中的应用

Application of BOPPPS combined with TBL teaching method in orthopedic practice teaching

目的:探索BOPPPS联合TBL教学法在骨科实习教学中应用效果。方法:选取2020年1月至2022年9月在我院骨科实习的101名临床医学专业学生作为研究对象,采用抽签法随机分为2组,对照组(n=51)采用传统教学方法,试验组(n=50)采用BOPPPS模式联合TBL教学法,比较2组的理论和技能操作成绩、对教学方法的评价和满意度。结果:试验组理论和技能操作成绩均高于对照组(P<0.01)。试验组在提升自主学习能力、提出问题的能力、提升沟通能力、增强分析问题能力、提高团队合作能力、提升表达能力、提高临床思维能力和增强解决问题能力等方面效果均高于对照组(P<0.05),试验组学生对教学模式满意度也更高(P<0.05)。结论:将BOPPPS与TBL教学法有机结合起来应用于骨科的实习教学中,提高了实习教学效果和学生的满意度。

Objective:To explore the application of BOPPPS combined with TBL teaching method in orthopaedic practice teaching.Methods:A total of 101 students majoring in Clinical Medicine who practiced in the Department of Orthopaedics of our hospital from Jan 2020 to Sep 2022 were selected.They were randomly divided into two groups.The control group(n=51)adopted the traditional teaching method and the experimental group(n=50)adopted BOPPPS combined with TBL teaching method.The scores of theory and skill operation,the evaluation and satisfaction of teaching methods between the two groups were compared.Results:The scores of theory and skill operation in the test group were significantly higher than those in the control group(P<0.01).The experimental group was more effective in improving the ability of autonomous learning,the ability of asking questions,the ability of communication,the ability of analyzing problems,the ability of teamwork,the ability of expression,the ability of clinical thinking,and the ability of problem-solving than those in the control group(P<0.05).The students'satisfaction with the teaching method of the experimental group was also higher than that of the control group(P<0.05).Conclusion:The combination of BOPPPS and TBL teaching methods in orthopaedic practice teaching can improve the teaching effectiveness and the satisfaction of students.