以学生为中心的改良病理教学模式对教学质量的影响

The Influence of Student-Centered Improved Pathology Teaching Mode on Teaching Quality

目的分析以学生为中心的改良病理教学模式对教学质量的影响。方法选取南昌大学第一附属医院病理科2019年9月—2023年2月接收的80名临床本科生、进修生、住培生作为观察对象,根据学生进科室内时间将2019年9月—2021年12月的40名学生设为对照组,将2022年1月—2023年2月的40名学生设为观察组。对照组学生均采取传统的教学模式,观察组学生采取以学生为中心的改良病理教学模式。比较并分析2组学生教学后的基础理论知识和基本技能操作成绩、教学质量、教学满意度和学生综合能力。结果观察组学生教学后的基础理论知识[(88.16±3.27)分]、基本技能操作[(83.29±3.22)分]成绩高于对照组[(71.26±3.47)分、(74.28±3.29)分],差异有统计学意义(P<0.001)。教学后,观察组教学效果中的课程兴趣[(81.23±2.15)分]、理论知识掌握[(84.56±2.17)分]、病例诊断能力[(86.59±2.47)分]、临床思维能力[(88.16±3.47)分]、课堂氛围[(84.56±3.47)分]、学习兴趣[(87.62±3.45)分]评分高于对照组[(72.46±3.57)分、(73.69±2.84)分、(73.84±2.48)分、(76.54±2.48)分、(73.55±2.47)分、(72.16±3.55)分],差异有统计学意义(P<0.001)。教学后,观察组学生的教学总满意度(90.0%)高于对照组(70.0%),差异有统计学意义(P<0.05)。教学后,观察组学生的自主学习能力[(87.23±3.64)分]、实践能力[(90.85±3.51)分]、协作能力[(93.51±2.36)分]、分析能力[(92.75±2.32)分]评分高于对照组[(75.59±3.41)分、(81.84±5.42)分、(80.34±3.14)分、(81.43±2.44)分],差异有统计学意义(P<0.001)。结论以学生为中心的改良病理教学模式使得教学过程更加规范化,能一定程度地提高学生的综合能力,较传统教学模式更能提高学生专业知识以及对教学的满意度,这对提升教学质量具有重要意义。

Objective To analyze the influence of student-centered improved pathology teaching mode on improving teaching quality.Methods A total of 80 clinical undergraduates,advanced students and resident students admitted to the department of pathology of the First Affiliated Hospital of Nanchang University from September 2019 to February 2023 were selected as the observation objects.According to the time of admission to the department,40 students from September 2019 to December 2021 were selected as the control group,40 students from January 2022 to February 2023 were selected as the observation group.The students in the control group took the traditional teaching method,and the students in the observation group took the student-centered improved pathology teaching mode.The basic theoretical knowledge,basic skill performance,teaching quality,students'satisfaction with teaching and students'comprehensive ability and were compared and analyzed.Results The scores of basic theoretical knowledge[(88.16±3.27)points]and basic skill operation[(83.29±3.22)points]in the observation group after teaching were higher than those in the control group[(71.26±3.47)points and(74.28±3.29)points],and the differences were statistically significant(P<0.001).The scores of teaching quality such as course interest[(81.23±2.15)points],theoretical knowledge mastery[(84.56±2.17)points],case diagnosis ability[(86.59±2.47)points],clinical thinking ability[(88.16±3.47)points],classroom atmosphere[(84.56±3.47)points],learning interest[(87.62±3.45)points]in the observation group after teaching were higher than those in the control group[(72.46±3.57)points,(73.69±2.84)points,(73.84±2.48)points,(76.54±2.48)points,(73.55±2.47)points,(72.16±3.55)points],with statistically significant differences(P<0.001).After teaching,the total teaching satisfaction of the observation group(90.0%)was higher than that of control group(70.0%),and the difference was statistically significant(P<0.05).After teaching,the scores of autonomous learning ability[(87.23±3.64)points],practical ability[(90.85±3.51)points],cooperation ability[(93.51±2.36)points]and analysis ability[(92.75±2.32)points]in the observation group were higher than those in the control group[(75.59±3.41)points,(81.84±5.42)points,(80.34±3.14)points,(81.43±2.44)points],the differences were statistically significant(P<0.001).Conclusion Improved student-centered improved pathology teaching mode can make the teaching process more standardized,which can enhance students'comprehensive ability to a certain extent.Compared with traditional teaching methods,it can better enhance students'professional knowledge and satisfaction with teaching,which is of great significance for enhancing teaching quality.