传染病学双语融合式教学的探索和实践

Exploration and Practice of Bilingual Hybrid Interactive Teaching in Epidemiology

目的探索充分运用信息技术手段开展实时互动融合式教学的应用价值。方法2022年3—8月,以重庆医科大学2017级临床本科、2017级儿科本科、2018级影像系本科、2018级临床本科、2018级儿科本科、2019级影像系本科共854名学生为研究对象。其中,2017级临床本科、2017级儿科本科和2018级影像系本科共570名学生,采用传统的课堂教学模式;2018级临床本科、2018级儿科本科、2019级影像系本科共284名学生,采用实时互动融合式教学,以重庆医科大学在线教育综合平台为线上同步自学平台,线下课程转变为腾讯直播联合雨课堂教学助手相结合的方式进行实时互动融合式教学,实时互动课堂精讲重点难点,学生参与病例汇报或分析、翻转课堂、提问、答疑平台;课前、课中、课后有机结合、环环相扣,采用多维度、多元化的评价体系,并将学习成绩与上学年同专业的学生进行比较。结果2018级临床本科学生和2017级临床本科学生的平均总成绩分别为(79.85±7.46)分vs.(82.42±8.75)分,2018级儿科本科学生和2017级儿科本科学生的平均总成绩分别为(79.93±7.14)分vs.(82.46±6.91)分,2018级临床本科学生和2017级临床本科学生的英语题得分分别为(40.18±3.70)分vs.(41.78±4.92)分,2018级儿科本科学生和2017级儿科本科学生的英语题得分分别为(41.18±3.42)分vs.(42.92±4.04)分,差异均有统计学意义(P<0.05);2019级影像系本科学生和2018级影像系本科的平均总成绩分别为(79.37±6.42)分vs.(78.04±7.90)分,英文题得分分别为(40.09±4.70)分vs.(39.84±3.51)分,差异无统计学意义(P>0.05)。结论实时互动融合式教学模式可操作性强,将线下教学转换为线上实时互动融合式教学并未影响学生的学习效果,更优于线上线下混合式教学模式,能满足传染病学双语教学的需求,能保证教学工作的顺利开展和教学质量。

Objective To explore the application value of hybrid interactive teaching by using information technology.Methods The study was conducted from March to August 2022,with a total of 854 students from Chongqing Medical University,including 2017 clinical undergraduate,2017 pediatric undergraduate,2018 imaging undergraduate,2018 clinical undergraduate,2018 pediatric undergraduate,and 2019 imaging undergraduate.Among them,a total of 570 students from 2017 clinical undergraduate,2017 pediatric undergraduate,and 2018 imaging undergraduate accepted traditional classroom teaching methods.A total of 284 students from the 2018 clinical undergraduate,2018 pediatric undergraduate,and 2019 imaging undergraduate were used hybrid interactive teaching,the online education comprehensive platform of Chongqing Medical University was used as the self-learning platform,and the offline courses have been transformed into a combination of Tencent live and rain classroom software to carry out hybrid interactive teaching,focusing on key and difficult points in live classes,students'participation in case reporting or analysis,flipped classrooms,and teacher-student interaction,questioning and Q&A platforms.The multi-dimensional and diversified evaluation system of final evaluation,formative evaluation,online and offline combination was adopted organically and interlocking with each other,and academic performance was compared.Results The average total scores before and after the implementation of hybrid interactive teaching were(79.85±7.46)points vs.(82.42±8.75)points,the average total scores of pediatrics were respectively(79.93±7.14)points vs.(82.46±6.91)points,the English question scores before and after the implementation of hybrid interactive teaching were(40.18±3.70)points vs.(41.78±4.92)points,and the english question scores of pediatrics were(41.18±3.42)points vs.(42.92±4.04)points,respectively,statistical analysis showed that the differences were statistically significant(P<0.05).The average total scores of imaging undergraduate students before and after implementation were respectively(79.37±6.42)points vs.(78.04±7.90)points,and the scores of english questions were(40.09±4.70)points vs.(39.84±3.51)points,which were not statistically significant(P>0.05).Conclusion The teaching mode is highly operable,and the conversion of offline teaching to online hybrid interactive teaching does not affect the learning effect of students,and can meet the needs of bilingual teaching of infectious diseases under special backgrounds,and ensure the smooth development of teaching work and teaching quality.