BOPPPS模式联合CBL教学法在卫生信息专业教学中的应用

The Application of BOPPPS Model Combined With CBL Teaching Method in the Teaching of Health Information Specialty

目的探讨导言、学习目标、预评估、参与式学习、后评估和总结(bridge-in,objective/outcome,pre-assessment,participatory learning,post-assessment,summary,BOPPPS)模式联合案例教学法(case-based learning,CBL)在高校卫生信息管理专业教学中的应用效果。方法2022年1—12月,选择福建卫生职业技术学院卫生信息管理专业的80名学生作为研究对象,按照随机数字表法分为对照组与观察组,每组40名学生。对照组学生采用传统课堂教学方法,观察组学生采用BOPPPS模式联合CBL教学法教学方法。比较2组学生的理论成绩、学生对教学效果的评价情况及学生满意度。结果观察组学生的案例分析成绩、理论知识成绩及总理论成绩均高于对照组[(15.10±4.16)分vs.(11.24±2.38)分、(65.27±5.90)分vs.(58.07±4.12)分、(80.47±10.25)分vs.(69.33±6.14)分],差异有统计学意义(P<0.001)。观察组学生认可该教学方法助于提高学习主观能动性、学习目标明确、学习内容难点及重点突出、助于理解及记忆理论知识、课堂学习时间充足、学习压力大、助于提高临床综合分析能力的比例均高于对照组,差异有统计学意义(P<0.05)。观察组的学生满意度高于对照组(90.00%vs.72.50%),差异有统计学意义(P<0.05)。结论BOPPPS模式联合CBL教学法能够改善高校卫生信息管理专业的教学效果,提高学生理论知识的掌握能力及综合分析能力,学生满意度高。

Objective To investigate the application of bridge-in,objective/outcome,pre-assessment,participatory learning,post-assessment,summary(BOPPPS)model combined with case-based learning in the teaching of health information management specialty in universities.Methods From January to December 2022,a total of 80 students of health information management major in Fujian Health College were selected as the research objects and divided into control group and observation group according to random number table method,with 40 students in each group.The students in the control group was taught with the traditional classroom teaching method,and the students in the observation group was taught with the BOPPPS model combined with CBL teaching method.The students'theoretical achievement,students'evaluation of teaching effect and students'satisfaction were compared between the two groups.Results The case analysis scores,theoretical knowledge scores and total theoretical scores of the observation group were higher than those of the control group[(15.10±4.16)points vs.(11.24±2.38)points,(65.27±5.90)points vs.(58.07±4.12)points,(80.47±10.25)points vs.(69.33±6.14)points],the differences were statistically significant(P<0.001).The proportion of students in the observation group who recognized the teaching method to improve the learning initiative,clear learning goals,difficult and prominent learning content,help to understand and remember theoretical knowledge,sufficient classroom learning time,great learning pressure,and help to improve clinical comprehensive analysis ability were higher than those in the control group,with statistical significances(P<0.05).The satisfaction of students in the observation group was higher than that in the control group(90.00%vs.72.50%),and the difference was statistically significant(P<0.05).Conclusion BOPPPS model combined with CBL teaching method can improve the teaching effect of health information management specialty in universities,improve students'ability to grasp theoretical knowledge and comprehensive analysis,and students'satisfaction was high.