“BOPPPS模型+思维导图”在医学免疫学课程教学中的应用研究

Application of"BOPPPS model+mind map"in the medical immunology teaching

目的探讨"BOPPPS+思维导图"在医学免疫学教学中的作用。方法选取长治医学院2019级临床医学专业12班学生(n=35)作为对照组(传统教学),临床医学专业13班学生(n=37)作为试验组("BOPPPS模型+思维导图"教学);两组间教学评价通过期末免疫学考试成绩作为比较的重要依据,采用计量资料的两独立样本t检验进行统计学分析;针对"BOPPPS模型+思维导图",在各专业学生中随机发放问卷进行调查。结果试验组学生的免疫学考试成绩为(67.30±1.81)分,高于对照组的(59.54±1.98)分,差异有统计学意义(P=0.005);学生认可混合式教学,并认为绘制思维导图有利于促进学习;学生采取手绘形式(177人,52.10%)和电脑绘制方式(163人,47.90%)绘制思维导图,有利于提高对知识的梳理。结论"BOPPPS模型+思维导图"应用于本科学生的《医学免疫学》教学中,有助于提高教学质量,增进学生对知识点的理解和记忆,继而夯实免疫学知识与技能。

Objective To explore the role of"BOPPPS+mind map"in the medical immunology teaching.Methodss The students from Class 12 of 2019 Clinical Medicine Major of Changzhi Medical College were selected as the control group(traditional teaching method)(n=35),and those from Class 13 as the test group("BOPPPS model+mind map"teaching method)(n=37).The teaching effect was compared by the final immunology exam scores between the two groups.A statistical analysis was conducted using the two independent samples t-test for continuous data.For the"BOPPPS model+mind map",a questionnaire survey was randomly conducted among students of various majors.Results The immunology exam score in the test group was significantly higher than that in the control group[(67.30±1.81)vs.(59.54±1.98),P=0.005].The blended teaching was accepted by students,and drawing the mind map was conducive to promote learning.Drawing the mind map by hand(n=177,52.10%)or computer(n=163,47.90%)increased the knowledge sorting.Conclusions The application of"BOPPPS model+mind map"in the"Medical Immunology"teaching for undergraduates helps to improve the quality of teaching,enhance students'understanding and memory of knowledge points,and consolidate immunology knowledge and skills.