BOPPPS教学模式在中医内科临床教学中的应用效果研究

Study on the Application Effect of BOPPPS Teaching Mode in the Clinical Teaching of Traditional Chinese Medicine Internal Medicine

目的探究导言(bridge-in,B)、学习目标(objective/outcome,O)、前测(pre-assessment,P)、参与式学习(participatorylearning,P)、后测(post-assessment,P)和总结(summary,S)教学模式在中医内科临床教学中的应用效果。方法选取河南中医药大学第二临床医院2022年1-6月中医内科68名实习医生,随机分为A组、B组,各34名,在其教学中,A组应用常规教学,B组应用BOPPPS教学模式教学,比较2组理论知识考核结果、临床操作能力(疾病诊断、中医证型、拟行治疗方案准确性、中医治疗方案方法精准性)及综合能力(主动学习能力、创新能力、医患沟通能力)及教学满意度。结果B组实习医生疾病诊断、病机分析、中医症候分型、用药方法、选穴规律评分及总分评分分别为(16.05±2.15)分、(15.09±2.16)分、(16.32±2.88)分、(17.46±1.88)分、(17.81±2.36)分、(81.34±10.70)分,均高于A组的(12.14±2.02)分、(12.00±3.35)分、(14.85±2.33)分、(15.14±2.96)分、(14.20±3.00)分、(68.96±12.77)分,差异有统计学意义(P<0.05);B组疾病诊断、中医证型、拟行治疗方案准确性、中医治疗方案方法精准性评分均高于A组,差异有统计学意义(P<0.05);B组主动学习能力、创新能力、医患沟通能力评分均高于A组,差异有统计学意义(P<0.05);B组教学满意度为97.06%,高于A组的82.35%,差异有统计学意义(P<0.05)。结论在中医内科临床教学中,与传统教学方法相比,实施BOPPPS教学可提升学生理论知识成绩、临床操作能力及综合能力,提升教学满意度。

Objective To explore the application effect of bridge-in,objective/outcome,pre-assessment,participatory learning,post-assessment,summary(BOPPPS)teaching mode in the clinical teaching of traditional Chinese medicine(TCM)internal medicine.Methods Atotal of 68 from the department of traditional Chinese medicine at the Second Clinical Hospital of Henan University of Traditional Chinese Medicine from January to June 2022 were randomly divided into group A and group B,with 34 interns in each group.In their teaching,group A was taught by conventional teaching and group B was taught by BOPPPS teaching mode.The results of theoretical knowledge assessment,clinical operation ability(disease diagnosis,TCM syndrome type,accuracy of proposed treatment plan,accuracy of TCM treatment plan and method),comprehensive ability(active learning ability,innovation ability,doctor-patient communication ability)and teaching satisfaction of the two groups were compared.Results Disease diagnosis,pathogenesis analysis,TCM syndrome classification,medication method,point selection rule score and total score of interns in group B were(16.05±2.15)points,(15.09±2.16)points,(16.32±2.88)points,(17.46±1.88)points,(17.81±2.36)points and(81.34±10.70)points,which were higher than that of group A[(12.14±2.02)points,(12.00±3.35)points,(14.85±2.33)points,(15.14±2.96)points,(14.20±3.00)points,(68.96±12.77)points],and the difference was statistically significant(P<0.05).The scores of disease diagnosis,TCM syndrome type,accuracy of proposed treatment plan and accuracy of TCM treatment plan method in group B were higher than those in group A,with statistical significance(P<0.05).The scores of active learning ability,innovation ability and doctor-patient communication ability of group B were higher than those of group A,and the differences were statistically significant(P<0.05).The teaching satisfaction of group B was 97.06%,higher than that of group A(82.35%),and the difference was statistically significant(P<0.05).Conclusion In the clinical teaching of internal medicine of traditional Chinese medicine,compared with the traditional teaching methods,the implementation of BOPPPS teaching can improve students'theoretical knowledge achievement,clinical operation ability and comprehensive ability,and enhance teaching satisfaction.