以批判性思维为核心的混合教学模式在妇产科急重症教学中的应用

Application of Critical Thinking-Centered Blended Teaching Model in the Teaching of Emergency and Critical Diseases in Obstetrics and Gynecology Department

目的探讨以批判性思维为核心的混合教学模式在妇产科急重症教学中的应用效果。方法将2020年6月-2021年7月于中国医科大学附属盛京医院妇产科实习的102期临床医学专业共81名学生随机分组为试验组(41人)和对照组(40人)。试验组接受新型的以批判性思维为核心的混合教学模式,对照组接受传统教学模式。试验组与对照组在教学后进行理论知识及临床实践成绩考核,同时通过问卷调查探讨学生对以批判性思维为核心的混合教学模式及教学效果的满意度。结果试验组与对照组的理论知识成绩的差异无统计学意义(P>0.05)。临床实践成绩对比显示:试验组病情综合分析、临床抢救技能、病例查体问诊及病历书写考核成绩分别为(85.5±4.3)分,(86.9±4.1)分,(90.2±3.1)分,(89.8±3.4)分,对照组成绩分别为(77.4±6.5)分,(79.3±5.4)分,(82.8±5.1)分,(83.7±4.4)分,试验组高于对照组,差异有统计学意义(P<0.05)。试验组的调查问卷(以批判性思维为核心的混合教学模式满意度及教学效果满意度)满意度均高于对照组,差异有统计学意义(P<0.05)。结论以批判性思维为核心的混合教学模式能够明显提高妇产科急重症的教学效果,极大地提高学生的学习积极性,进一步提高学生在临床工作中的知识储备及实践能力。

Objective To explore the effect of critical thinking-centered blended teaching model in the teaching of emergency and critical diseases in obstetrics and gynecology department.Methods A total of 81 clinical medical students from 102 sessions of obstetrics and gynecology internship in Shengjing Hospital of China Medical University were randomly divided into experimental group(n=41)and control group(n=40)from June 2020 to July 2021.The experimental group received the critical thinking-centered blended teaching model and the control group received the traditional teaching mode.The experimental group and control group were assessed for theoretical knowledge and clinical practice scores after teaching,and a questionnaire survey was conducted to explore students’satisfaction with critical thinking-centered blended teaching model and teaching effectiveness.Results There was no statistically significant difference in theoretical knowledge scores between the experimental group and the control group(P>0.05).The comparison of clinical practice results showed that the experimental group had higher scores in comprehensive analysis of the patient's condition,clinical rescue skills,case examination and medical record writing assessment than the control group,and the difference was statistically significant(P<0.05).The satisfaction of the survey questionnaire(satisfaction with critical thinking-centered blended teaching model and teaching effectiveness)in the experimental group was higher than that in the control group,and the difference was statistically significant(P<0.05).Conclusion The critical thinking-centered blended teaching model can significantly improve the teaching effect in emergency and critical diseases in obstetrics and gynecology department,greatly improve the students’learning enthusiasm,and provide certain implications for advancing the students’knowledge reserves and practice ability in their future clinical work.