“对分课堂”+混合式教学模式在国家级特色专业人才培养中的实践探索

The Practical Exploration of"Sub-class"+Blended Teaching Mode in the Training of National Specialty Talents

目的探讨“对分课堂”+混合式教学模式在国家级特色专业人才培养中的实践探索。方法选取2022年3月—2023年6月牡丹江医学院影像诊断专业2019、2020级616名学生,学生按照年级分为两组,为2019组(248名)及2020组(368名),2019组于2022年3—6月使用传统教学模式进行教学,2020组于2023年3—6月间以“对分课堂”+混合式教学模式进行教学,比较两组的理论、技能、临床实践评分情况及教学满意度情况。结果“对分课堂”+混合式教学模式后,2020组考核评分高于2019组,差异有统计学意义(P<0.05);2019组教学满意度为81.05%(241/248),低于2020组的94.57%(348/368),差异有统计学意义(χ^(2)=27.924,P<0.05)。结论“对分课堂”+混合式教学模式在国家级特色专业人才培养中效果明显,不仅使教学资源的优质性与时效性得到保障,而且还锻炼了学生的临床思维,还提高了教学效果、活跃了教学氛围、提高了学生的自主学习能力。

Objective To explore the practice and exploration of"sub-class"+blended teaching mode in the training of national specialty talents.Methods A total of six hundred and sixteen students of 2019 and 2020 majoring in imaging diagnosis in Mudanjiang Medical University from March 2022 to June 2023 were selected.The students were divided into two groups according to their grades:Group 2019(248 students)and Group 2020(368 students).Group 2019 will be taught in traditional teaching mode from March to June 2022.The 2020 group was taught in the"sub-class"+blended teaching mode from March to June 2023,and the theory,skills,clinical practice scores and teaching satisfaction of the two groups were compared.Results After the"sub-class"+blended teaching mode,the scores of assessment in group 2020 were higher than those in group 2019,the difference was statistically significant(P<0.05);The teaching satisfaction of the 2019 group was 81.05%(241/248),lower than 94.57%(348/368)of the 2020 group,and the difference was statistically significant(χ^(2)=27.924,P<0.05).Conclusion The"sub-class"+blended teaching mode has obvious effects in the training of national specialty talents,which not only guarantees the quality and timeness of teaching resources,but also exercises students'clinical thinking,and improves the teaching effect,activates the teaching atmosphere,and improves students'independent learning ability.