基于雨课堂的混合教学模式在介入放射学本科教学中的应用

The Application of Rain-Based Classroom Mixed Teaching Mode in Iterventional Radiology Undergraduate Teaching

目的 探讨基于雨课堂混合教学模式在介入放射学本科教学中的应用。方法 选取2017年1月—2018年9月徐州医科大学医学影像学专业100名医学生为研究对象。选择2017年1—9月医学影像学专业本科生50名为对照组,另选2018年1—9月医学影像学专业本科生50名为观察组。在介入放射学课程教学中,对照组根据教学大纲进行常规教学,观察组在对照组基础上加用基于雨课堂混合教学模式,对2组学生综合成绩及批判性思维、学习兴趣进行观察。结果 观察组学生的理论成绩、实践操作成绩、案例分析成绩分别为(37.25±1.04)分、(36.19±0.97)分、(18.02±0.68)分,均高于较对照组的(32.51±0.75)分、(31.05±0.69)分、(15.39±0.52)分,差异有统计学意义(P <0.001)。观察组中文版批判性思维能力测量表(critical thinking disposition inventoryChinese version,CTDI-CV)中开放思想、寻求真相、系统化能力、个人分析能力、批判思维自信、认知熟练程度、求知欲7个维度评分分别为(46.21±1.67)分(、47.36±1.75)分、(48.25±1.96)分、(48.27±1.89)分、(47.35±1.84)分、(49.05±2.01)分、(48.96±1.92)分,均高于对照组[(40.12±1.12)分、(39.58±0.96)分、(42.35±1.34)分、(41.98±1.27)分、(38.79±0.85)分、(39.12±0.91)分、(37.98±0.76)],差异有统计学意义(P <0.001)。观察组学习兴趣、学习自主性、沟通能力评分分别为(25.32±1.86)分、(24.28±1.72)分、(25.79±1.99)分,均高于对照组的(19.25±1.05)分、(19.47±1.16)分、(20.13±1.27)分,差异有统计学意义(P <0.001)。观察组教学方法、教学互动、教学内容各维度教学满意度评分分别为(27.12±1.25)分(、28.32±1.18)分(、27.31±1.35)分,均高于对照组的(22.05±0.91)分、(20.69±0.86)分、(21.95±0.82)分,差异有统计学意义(P <0.001)。结论基于雨课堂混合教学模式用于介入放射学本科教学中可提高学生的综合成绩与学习兴趣,也能提高其批判性思维能力,还可提高学生对教学的满意度。

Objective To explore the application of rain-based classroom mixed teaching mode in interventional radiology undergraduate teaching.Methods A total of 100 medical students majoring in medical imaging in Xuzhou Medical University from January 2017 to September 2018 were selected as the research objects.A total of 50 undergraduates majoring in medical imaging from January to September 2017 were selected as the control group,and a total of 50 undergraduates majoring in medical imaging from January to September 2018 were selected as the observation group.In the teaching of interventional radiology courses,the control group was given routine teaching according to the teaching syllabus,while the observation group was supplemented with the mixed teaching mode based on the rain classroom.The comprehensive scores,critical thinking and learning interest of the two groups of students were observed.Results The theoretical score,practical operation score,and case analysis score of the observation group students were(37.25±1.04)points,(36.19±0.97)points,and(18.02±0.68)points,respectively,which were higher than the control group[(32.51±0.75)points,(31.05±0.69)points,and(15.39±0.52)points],the difference was statistically significant(P<0.001).The Chinese version of the critical thinking disposition inventory(CTDI-CV)in the observation group scored(46.21±1.67)points,(47.36±1.75)points,(48.25±1.96)points,(48.27±1.89)points,(47.35±1.84)points,(49.05±2.01)points,and(48.96±1.92)points for the seven dimensions of open thinking,seeking truth,systematization ability,personal analysis ability,critical thinking confidence,cognitive proficiency,and thirst for knowledge,respectively,which were higher than those in the control group[(40.12±1.12)points,(39.58±0.96)points,(42.35±1.34)points,(41.98±1.27)points,(38.79±0.85)points,(39.12±0.91)points,(37.98±0.76)points],the difference was statistically significant(P<0.001).The scores of learning interest,learning autonomy,and communication ability in the observation group were (25.32±1.86) points, (24.28±1.72) points, and (25.79±1.99) points, respectively, which were higher than the control group [(19.25±1.05) points, (19.47±1.16) points, and (20.13±1.27) points], the difference was statistically significant (P<0.001). The satisfaction scores for teaching methods, teaching interaction, and teaching content in the observation group were (27.12±1.25) points, (28.32±1.18) points, and (27.31±1.35) points, respectively, which were higher than the control group [(22.05±0.91) points, (20.69±0.86) points, and (21.95±0.82) points], the difference was statistically significant (P<0.001). Conclusion The application of rain-based classroom mixed teaching mode in the interventional radiology undergraduate teaching can improve students' comprehensive scores and learning interests, improve their critical thinking ability, and improve students' satisfaction with teaching.