立德树人视域下医学整合课程对课程思政满意度的影响

Influence of Medical Integration Curriculum on the Satisfaction of Ideological and Political Teaching Under the Perspective of Cultivating Morality and Nurturing Talents

目的探讨立德树人视域下基于医学整合课程融入课程思政的效果及对满意度的影响。方法选择2021年9月—2022年6月佳木斯大学临床医学专业120名学生为研究对象,按照随机数字表法分为观察组和对照组,各60名。对照组采用常规教学方法,观察组于对照组基础上在立德树人视域下基于医学整合课程融入课程思政,2组均完成3个月教学。比较2组学生的课程思政模块评分、教学质量评分、胜任能力指标量表得分及满意度。结果观察组干预3个月后的爱国主义、医德医风、安全意识、职业担当、精益求精及言传身教模块评分[(89.87±7.18)分、(92.15±8.64)分、(91.43±8.14)分、(90.63±7.86)分、(92.23±7.77)分、(91.41±8.34)分]高于对照组[(74.38±7.11)分、(77.73±8.32)分、(79.43±7.63)分、(75.36±6.78)分、(78.93±6.51)分、(80.23±7.43)分],差异有统计学意义(P<0.05);观察组教学3个月后学生的自我评价、形成性考核、师生评价、考试成绩及实习单位评价得分[(91.98±4.59)分、(90.35±4.52)分、(93.25±6.32)分、(90.14±4.34)分、(92.24±6.54)分]高于对照组[(84.34±4.11)分、(82.67±3.61)分、(86.78±5.41)分、(81.32±3.46)分、(88.71±5.23)分],差异有统计学意义(P<0.001);观察组干预3个月后的全球视野、态度包容、交流包容及价值取向评分[(21.21±3.57)分、(20.97±3.43)分、(21.53±3.74)分、(22.23±2.77)分]高于对照组[(17.53±3.15)分、(17.45±3.21)分、(17.28±3.21)分、(16.56±2.62)分],差异有统计学意义(P<0.05);观察组教学3个月后的提高爱国主义意识、增强民族自豪感、提高课程学习兴趣、提高人生观和价值观、提升人文关怀理念、增强沟通技巧、增强职业道德和职业素养满意度高于对照组,差异有统计学意义(P<0.05)。结论立德树人视域下基于医学整合课程融入课程思政,有助于提高课程思政模块评分,提升教学质量和临床医学专业学生的胜任能力,可获得较高的教学满意度。

Objective To explore the influence of medical integration curriculum on the satisfaction of ideological and political teaching under the perspective of cultivating morality and nurturing talents.Methods A total of 120 clinical medicine students from Jiamusi University from September 2021 to June 2022 were selected as the research subjects,they were randomly divided into an observation group and a control group,with 60 students in each group,according to a random number table method.The control group adopted conventional teaching methods,while the observation group integrated ideological and political teaching based on medical integrated courses under the perspective of cultivating morality and nurturing talents,on the basis of the control group,both groups completed three months of teaching.The course ideological,political module scores,teaching quality scores,competency indicator scale scores and satisfaction between two groups of students were compared.Results The evaluation of patriotism,medical ethics,safety awareness,professional responsibility,excellence,and exemplary behavior modules in the observation group after 3 months of intervention[(89.87±7.18)points,(92.15±8.64)points,(91.43±8.14)points,(90.63±7.86)points,(92.23±7.77)points,(91.41±8.34)points]were higher than those of control group[(74.38±7.11)points,(77.73±8.32)points,(79.43±7.63)points,(75.36±6.78)points,(78.93±6.51)points,(80.23±7.43)points],and the differences were statistically significant(P<0.05).The self-evaluation,formative assessment,teacher-student evaluation,exam scores and internship unit evaluation scores of students in the observation group after 3 months of teaching[(91.98±4.59)points,(90.35±4.52)points,(93.25±6.32)points,(90.14±4.34)points,(92.24±6.54)points]were higher than those of control group[(84.34±4.11)points,(82.67±3.61)points,(86.78±5.41)points,(81.32±3.46)points,(88.71±5.23)points],and the differences were statistically significant(P<0.001).The global perspective,attitude tolerance,communication tolerance,and value orientation scores in the observation group after 3 months of intervention[(21.21±3.57)points,(20.97±3.43)points,(21.53±3.74)points,(22.23±2.77)points]were higher than those of control group[(17.53±3.15)points,(17.45±3.21)points,(17.28±3.21)points,(16.56±2.62)points],and the differences were statistically significant(P<0.05).The higher satisfaction with improving patriotism,enhancing national pride,increasing interest in course learning,enhancing outlook on life and values,enhancing humanistic care concepts,enhancing communication skills,and enhancing professional ethics and literacy in observation group after 3 months of teaching were higher than those of control group,and the differences were statistically significant(P<0.05).Conclusion Medical integration curriculum on the satisfaction of ideological and political teaching under the perspective of cultivating morality and nurturing talents,it is helpful to improve the score of the ideological and political module of the course,improve the teaching quality and the competence of clinical medical students,and obtain higher teaching satisfaction.