改良LBL-PBL-LBL教学法在骨科见习学生教学中的应用

Application of the Modified LBL-PBL-LBL Teaching Method in Teaching Orthopaedic Trainee Students

目的探究改良传统授课模式-基于问题的学习-传统授课模式(lecture-based learning,problem-based learning,lecture-based learning,LBL-PBL-LBL)教学法在骨科见习学生教学中的应用效果。方法选取2023年3-11月河北大学附属医院骨科接收的120名见习学生,采取计算机等量随机方式进行分组,对照组(n=60)学生见习教学应用LBL教学法,观察组(n=60)给予改良LBL-PBL-LBL教学法,见习结束后,通过对2组学生发放调查问卷和进行理论和实践考核,收集对比2组见习学生评教情况、考试成绩及教学满意度。结果对比2组学生教学后数据,其中观察组见习学生评分[自主学习能力:(3.14±0.35)分、小组协作能力:(3.07±0.32)分、学习兴趣:(2.93±0.42)分、知识点掌握:(3.29±0.62)分、实践技能:(3.28±0.63)分]高于对照组[自主学习能力:(2.29±0.18)分、小组协作能力:(1.65±0.24)分、学习兴趣:(2.17±0.38)分、知识点掌握:(2.16±0.34)分、实践技能:(2.56±0.48)分],差异有统计学意义(P<0.001);观察组的考试成绩[理论考核:(84.12±0.81)分、实践考核:(88.59±0.68)分]优于对照组[理论考核:(72.32±0.87)分、实践考核:(71.16±0.32)分],差异有统计学意义(P<0.001);观察组学生对改良LBL-PBL-LBL教学法的教学满意度[教学组织管理:(3.22±0.32)分、教师带教能力:(3.69±0.24)分、教学效果满意度:(3.39±0.55)分、教学模式认可度:(3.24±0.36)分]优于对照组[教学组织管理:(2.12±0.27)分、教师带教能力:(2.56±0.22)分、教学效果满意度:(2.45±0.38)分、教学模式认可度:(1.96±0.21)分],差异有统计学意义(P<0.001)。结论对骨科见习学生应用改良LBL-PBL-LBL教学法进行教学,教学效果有显著的改善,不仅能够有效增加见习学生的理论知识储备,提高对骨科临床实践的认识,还能提高医院的教学满意度。

Objective To explore the application effect of modified lecture-based learning,problem-based learning,lecture-based learning(LBL-PBL-LBL)teaching method in orthopedic trainee student teaching.Methods A total of 120 interns admitted to the department of orthopedics of Affiliated Hospital of Hebei University from March to November 2023 were divided into 2 groups by computer equal quantity random method.The control group(n=60)was given the LBL teaching method,while the observation group(n=60)was given the modified LBL-PBL-LBL teaching method,after the internship,the teaching evaluation,exam scores and teaching satisfaction of the students in the two groups were collected and compared by sending questionnaires to the students and conducting theoretical and practical assessment.Results The post-teaching data of the two groups of students were compared,among which the scores of the interns in the observation group[independent learning ability:(3.14±0.35)points,group cooperation ability:(3.07±0.32)points,learning interest:(2.93±0.42)points,knowledge mastery:(3.29±0.62)points,practical skills:(3.28±0.63)points]were higher than the control group[independent learning ability:(2.29±0.18)points,group cooperation ability:(1.65±0.24)points,learning interest:(2.17±0.38)points,knowledge mastery:(2.16±0.34)points,practical skills:(2.56±0.48)points],the difference was statistically significant(P<0.001).The test scores of the observation group[theoretical assessment:(84.12±0.81)points,practical assessment:(88.59±0.68)points]were better than those of the control group[theoretical assessment:(72.32±0.87)points,practical assessment:(71.16±0.32)points],and the difference was statistically significant(P<0.001).The teaching satisfaction of the students in the observation group on the improved LBL-PPL-LBL teaching method[teaching organization and management:(3.22±0.32)points,the teacher's teaching ability:(3.69±0.24)points,the teaching effect satisfaction:(3.39±0.55)points,and the recognition degree of the teaching mode:(3.24±0.36)points]was better than the control group[teaching organization and management:(2.12±0.27)points,teachers'teaching ability:(2.56±0.22)points,teaching effect satisfaction:(2.45±0.38)points,teaching mode recognition:(1.96±0.21)points],the difference was statistically significant(P<0.001).Conclusion The teaching effect of modified LBL-PBL-LBL teaching method has significantly improve the teaching effect,which can not only effectively increase the theoretical knowledge reserve of the trainee students,improve the understanding of orthopedic clinical practice,but also improve the teaching satisfaction of the hospital.