科研辅助教学在组织学教学中的探索——以构建大鼠脊髓损伤模型为例

Application of research-assisted teaching in Histology teaching——Taking the construction of rat spinal cord injury model as an example

目的:以构建大鼠脊髓损伤模型为例,探讨科研辅助教学模式在组织学教学中的应用。方法:采用方便抽样方法选取我校2020级临床医学专业52名大一年级本科生为研究对象,随机分为常规教学组和科研辅助教学组,每组26名。常规教学组采用传统的课堂讲授加实验教学方法;科研辅助教学组在实验教学中加入科研成分,提供更深入的研究方法和实验设计,以培养学生的科研能力。比较2组学生组织学课程理论考核和实践技能考核成绩。采用学生对实验动物模型构建教学的主观评价问卷,由学生对教学方案在心理素质锻炼、技术能力提升、理论知识拓展3个维度的优势进行主观评分。比较2组学生的科研能力评分。采用Pearson相关分析法分析科研能力评分与综合成绩的相关性。结果:科研辅助教学组学生的平时成绩、综合成绩显著高于常规教学组(P<0.05)。科研辅助教学组的学生在挑战性任务适应能力、解决问题决心和毅力、团队合作沟通技巧、文献阅读、实践经验与理论知识结合、课程实际应用价值和教材教学资源创新性方面评分均高于常规教学组(P<0.05)。科研辅助教学组的学生在实验设计能力、文献综述背景知识、沟通报告能力、循证医学意识和科研能力总分方面的评分均高于常规教学组(P<0.05)。学生的科研能力总分与综合成绩呈正相关(r=0.716,P<0.01)。结论:科研辅助教学在组织学教学中的应用显著提高了学生的科研能力,科研能力的提高可以促进理论知识的掌握和实验技能的提高。

Objective:To investigate the application effect of research-assisted teaching mode in histology teaching by taking the construction of rat spinal cord injury model as an example.Methods:A convenient sampling method was used to select 52 freshmen majoring in clinical medicine of grade 2020 in our school as the research subjects.They were randomly divided into the conventional teaching group and the research-assisted teaching group,with 26 students in each group.The conventional teaching group received traditional classroom teaching combined with experimental teaching.On this basis,research elements were added to the experimental teaching in the research-assisted teaching group to provide more in-depth research methods and experimental design,so as to cultivate students'research abilities.The theoretical assessment and practical skills assessment of histology course were compared between the two groups.A subjective evaluation questionnaire on experimental animal models teaching was used to evaluate the advantages of teaching programs in three dimensions:psychological quality training,technical skill enhancement,and theoretical knowledge expansion.The research abilities of the two groups were compared.Pearson correlation analysis was used to analyze the correlation between research ability scores and comprehensive scores.Results:The usual score and comprehensive score in the research-assisted teaching group were significantly higher than those in the conventional teaching group(P<0.05).The scores of adaptability to challenging tasks,determination and perseverance in problem-solving,communication skills in teamwork,literature reading,integration of practical experience with theoretical knowledge,practical application value of the course,and innovation of teaching resources in the research-assisted teaching group were higher than those in the conventional teaching group(P<0.05).The scores in experimental design ability,background knowledge in literature review,communication and reporting skills,awareness of evidence-based medicine,and overall research ability in the research-assisted teaching group were higher than those in the conventional teaching group(P<0.05).The total score of students'research abilities was positively correlated with comprehensive scores(r=0.716,P<0.01).Conclusions:The application of research-assisted teaching significantly improved students'research abilities in histology teaching.The enhancement of research abilities can promote the mastery of theoretical knowledge and the improvement of experimental skills.