BOPPPS教学模式联合虚拟仿真技术在重大传染病防治课程教学中的应用

Application of BOPPPS teaching combined with virtual simulation technology in Prevention and Control of Major Infectious Diseases

目的:分析BOPPPS教学模式联合虚拟仿真技术与传统教学模式在重大传染病防治课程教学中的效果差异,为探索创新教学模式,提高学生应对重大传染病事件的综合能力提供依据。方法:选取某医科大学预防医学专业3个班级本科生作为调查对象,在其中1个班级进行新的教学模式,另外2个班级实施传统教学模式,分别比较2组总成绩、理论成绩和技能成绩差异。结果:共纳入141名学生参与调查,其中新教学模式组49人,传统教学模式组92人。与传统模式组相比,新教学模式组学生总成绩、理论成绩、技能成绩均明显升高(P<0.01)。而各组间,男女生成绩差异未发现统计学意义(P>0.05)。结论:与传统模式相比,新教学模式教学效果良好,在提高学生理论知识水平的同时,能够培养学生的应急处置能力,提升学生的发现、分析、解决问题的综合能力。同时,男生和女生对这2种教学模式接受度相同,性别并不会对教学效果产生影响。

Objective:To investigate the effect of BOPPPS teaching model combined with virtual simulation technologyin the teaching of Prevention and treatment of Major Infectious Diseases,in order to explore innovative teaching model and provide evidence for improving students'comprehensive ability to deal with major infectious disease events.Methods:Undergraduates from three classes of preventive medicine major in a medical university were selected as the research objects.One class was given the new teaching model,and the other two classes were given the traditional teaching model.The total scores,the theoretical score and the skill score were compared between the two groups.Results:A total of 141 students participated in the survey,49 students in the new teaching model group,and 92 students in the traditional teaching model group.The results showed that compared with the traditional model group,the total score,the theoretical score,the skill score of the new model group was significantly higher(P<0.01).However,there was no significant difference between male and female students in each group(P>0.05).Conclusions:Compared with the traditional teaching model,the students in the new teaching model has a good teaching effect,which can improve the students'theoretical knowledge level,cultivate the students'emergency response ability,and improve the students'comprehensive ability of discovery,analysis and solution.Boys and girls have the same acceptance of the two teaching models,and gender does not affect the teaching effect.