Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nur...Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.展开更多
目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床...目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床医学专业实习生为研究对象,将其随机分为对照组、试验组,各40名。对照组接受传统教学,试验组接受基于STEAM理念联合PBL教学法。对比2组教学前后理论知识及实践操作考试成绩、实习生对教学的满意度、学习依从度及教学前后实习生职业特质评分。结果教学前,2组考核成绩对比,差异无统计学意义(P>0.05);教学3个月后,2组基础理论、实践操作考核成绩均明显提升,但试验组提升幅度更大,差异有统计学意义(P<0.001)。试验组实习生学习依从性(97.50%)高于对照组(85.00%),差异有统计学意义(P<0.001)。试验组教学方法、学术能力、带教态度管理质量评分高于对照组,差异有统计学意义(P<0.001)。教学前,2组实习生职业特质评分对比,差异无统计学意义(P>0.05);教学3个月后,试验组评分高于对照组,差异有统计学意义(P<0.001)。结论在急诊医学教学中,基于STEAM理念联合PBL教学法有利于提升实习生的综合能力,提高理论实践成绩和学习依从性。展开更多
目的探讨基于问题的学习(problem based learning,PBL)优化教学法在核医学教学中的价值。方法选择2021年3月—2022年4月桂林医学院临桂临床医学院2018级、2019级临床医学专业本科生共88名,随机分为PBL优化试验组、PBL传统组和对照组,每...目的探讨基于问题的学习(problem based learning,PBL)优化教学法在核医学教学中的价值。方法选择2021年3月—2022年4月桂林医学院临桂临床医学院2018级、2019级临床医学专业本科生共88名,随机分为PBL优化试验组、PBL传统组和对照组,每组分别为28、31、29名。对照组采用传统教学模式,PBL传统组采用PBL教学法,PBL优化试验组采用PBL优化教学方法。对3组满意度评分、基础知识及临床应用考试成绩进行比较。结果 PBL优化试验组、PBL传统组、对照组满意度、基础知识成绩差异无统计学意义(P>0.05)。PBL优化试验组临床应用成绩最高,PBL传统组次之,对照组最低,差异有统计学意义(P <0.05)。结论在核医学教学中,应用PBL优化教学法可避免普通PBL法的“发散”等弊端,兼顾传统教学知识点的归纳与PBL教学法的自主学习应用等优势,使教学目的“传授知识、学以致用”得到更好的体现,有利于提高临床应用成绩。展开更多
目的探讨以问题为基础的教学法(problem based learning,PBL)结合比较影像学(comparative imaging,CI)教学法在核医学见习教学中的作用。方法选取2022年2—7月广东医科大学医学影像学专业三年级的196名医学本科学生为研究对象;按随机数...目的探讨以问题为基础的教学法(problem based learning,PBL)结合比较影像学(comparative imaging,CI)教学法在核医学见习教学中的作用。方法选取2022年2—7月广东医科大学医学影像学专业三年级的196名医学本科学生为研究对象;按随机数表法分为试验组和对照组,每组各98名。试验组98例学生采用PBL联合CI教学法进行见习教学,对照组98例学生采用传统教学方法进行见习教学,将试验组与对照组学生的基础知识考核成绩与阅片分析考核成绩进行对比分析。结果试验组与对照组学生基础知识考核分数分别为(60.53±4.76)分与(52.34±3.64)分;2组阅片分析考核成绩分别为(23.92±5.23)分与(19.69±4.19)分;差异均有统计学意义(P<0.05)。结论采用PBL结合CI教学法有助于提高医学生对核医学基础知识的理解及阅片能力。展开更多
文摘Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.
文摘目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床医学专业实习生为研究对象,将其随机分为对照组、试验组,各40名。对照组接受传统教学,试验组接受基于STEAM理念联合PBL教学法。对比2组教学前后理论知识及实践操作考试成绩、实习生对教学的满意度、学习依从度及教学前后实习生职业特质评分。结果教学前,2组考核成绩对比,差异无统计学意义(P>0.05);教学3个月后,2组基础理论、实践操作考核成绩均明显提升,但试验组提升幅度更大,差异有统计学意义(P<0.001)。试验组实习生学习依从性(97.50%)高于对照组(85.00%),差异有统计学意义(P<0.001)。试验组教学方法、学术能力、带教态度管理质量评分高于对照组,差异有统计学意义(P<0.001)。教学前,2组实习生职业特质评分对比,差异无统计学意义(P>0.05);教学3个月后,试验组评分高于对照组,差异有统计学意义(P<0.001)。结论在急诊医学教学中,基于STEAM理念联合PBL教学法有利于提升实习生的综合能力,提高理论实践成绩和学习依从性。
文摘目的探讨基于问题的学习(problem based learning,PBL)优化教学法在核医学教学中的价值。方法选择2021年3月—2022年4月桂林医学院临桂临床医学院2018级、2019级临床医学专业本科生共88名,随机分为PBL优化试验组、PBL传统组和对照组,每组分别为28、31、29名。对照组采用传统教学模式,PBL传统组采用PBL教学法,PBL优化试验组采用PBL优化教学方法。对3组满意度评分、基础知识及临床应用考试成绩进行比较。结果 PBL优化试验组、PBL传统组、对照组满意度、基础知识成绩差异无统计学意义(P>0.05)。PBL优化试验组临床应用成绩最高,PBL传统组次之,对照组最低,差异有统计学意义(P <0.05)。结论在核医学教学中,应用PBL优化教学法可避免普通PBL法的“发散”等弊端,兼顾传统教学知识点的归纳与PBL教学法的自主学习应用等优势,使教学目的“传授知识、学以致用”得到更好的体现,有利于提高临床应用成绩。
文摘目的探讨以问题为基础的教学法(problem based learning,PBL)结合比较影像学(comparative imaging,CI)教学法在核医学见习教学中的作用。方法选取2022年2—7月广东医科大学医学影像学专业三年级的196名医学本科学生为研究对象;按随机数表法分为试验组和对照组,每组各98名。试验组98例学生采用PBL联合CI教学法进行见习教学,对照组98例学生采用传统教学方法进行见习教学,将试验组与对照组学生的基础知识考核成绩与阅片分析考核成绩进行对比分析。结果试验组与对照组学生基础知识考核分数分别为(60.53±4.76)分与(52.34±3.64)分;2组阅片分析考核成绩分别为(23.92±5.23)分与(19.69±4.19)分;差异均有统计学意义(P<0.05)。结论采用PBL结合CI教学法有助于提高医学生对核医学基础知识的理解及阅片能力。
