“混合式教学”模式在胃肠外科临床实习教学中的应用研究

Application of“Mixed Teaching”Mode in Clinical Practice Teaching of Gastrointestinal Surgery

目的 探讨“混合式教学”模式在胃肠外科临床课教学中的应用成效。方法 选取2020-07—08月皖南医学院第一附属医院2017级临床本科专业学生96名,按随机抽样法分为研究组和对照组各48名,研究组采用“混合式教学”模式,对照组采用传统教学授课模式。对比2种教学模式的教学效果,采用问卷调查和理论考试评估教学效果。结果 研究组的理论成绩、综合能力及总成绩高于传统教学组,差异有统计学意义(P<0.05);教学反馈研究组教学时间利用、教学资源利用、学生参与、学习主动性、兴趣性、学生满意度、自主学习能力、思辨能力、医患沟通能力和医德医风建设等各项得分均明显高于传统教学组,差异均有统计学意义(P<0.05)。结论 “混合式教学”可以在一定程度上提高学生的胃肠外科临床课程学习成绩和自主学习能力,促进教学时间和资源的利用,扩展学生的视界,提高学生学习兴趣及学习参与度和满意度,对提高学生的思辨能力、医患沟通能力及医德医风建设素养也有所帮助,值得在临床课程教学中参考应用。

Objective To explore the application of“blended teaching”mode in clinical practice teaching of gastrointestinal surgery.Methods In this study,96 clinical undergraduate interns of the First Affiliated Hospital of Wannan Medical College in 2017 from July to August 2020 were randomly divided into a research group and a control group,with 48 in each group.The research group adopted the“blended teaching”teaching mode,and the control group was given the traditional teaching mode.The teaching effects of the two teaching modes were compared and evaluated with the questionnaire survey form and theoretical examination.Results The theoretical scores,comprehensive ability and overall scores of the study group were significantly higher than those of the traditional teaching group,(P<0.05);the scores of teaching time utilization,teaching resources utilization,student participation,learning initiative,student interest,student satisfaction,independent learning ability,discernment,doctor-patient communication ability and medical ethics and medical style construction in the teaching feedback of the study group were significantly higher than those of the traditional teaching group(P<0.05).Conclusion“Blended teaching”model can improve students'learning performance and independent learning ability of studying gastrointestinal surgery to a certain extent,increase the use of teaching time and resources,thus expanding students'horizons,increasing students'interest,participation and satisfaction,and also helping to improve students'ability to think,communicate with doctors and patients and build medical ethics and medical culture.This model is worth promoting in clinical teaching.