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| 中文摘要: |
| 目的 通过审核评估背景下2016至2018年生理学混合式教学学生满意度调查结果分析，探讨学生的满意度和与应用型医学专门人才培养目标的达成度。方法 将医学本科生2015级口腔医学专业60人，2016级医学检验技术专业59人，2016级中药学专业27人，2017级口腔医学专业58人作为研究对象，采用生理学混合式教学，根据应用型医学专门人才的培养目标设计教学过程，进行教学效果学生满意度问卷调查。在学期初与学期末让学生对教学效果满意度进行评分，评分结果录入SPSS 19.0软件进行独立样本t检验。结果 2015级口腔、2016级医学检验技术、2016级中药学、2017级口腔医学专业学期末在调查问卷的评分指标中，教学方法评分、学期末知识掌握程度评分、期末分析解决问题能力评分、期末自主学习能力评分、期末表达沟通能力评分均显著高于学期初，差异均有统计学意义（P<0.01）。结论 生理学混合式教学效果达到学生的满意度，与应用型医学专门人才培养目标具有达成度，符合审核评估的基本要求。 |
| 英文摘要: |
| Objective To investigate students' satisfaction degree and goal-achieving degree for cultivating applicative medical talents by analyzing the results of satisfaction degree survey on blending teaching in physiology from 2016 to 2018 under the background of audit assessment. Methods Grade 2015 undergraduates majoring in oral medicine (n=60), grade 2016 undergraduates in medical laboratory science (n=59), grade 2016 undergraduates in Traditional Chinese Medicine (n=27), and grade 2017 undergraduates in oral medicine (n=58) were selected as study subjects. Blending learning in physiology was adopted and the teaching process was designed according to the training objectives for applicative medical talents. Questionnaires were conducted among students at the beginning and end of the semester to rate the satisfaction degree of learning in physiology. The questionnaire scores were put into SPSS 19.0 for independent t-test. Results Grade 2015 oral, 2016 grade medical examination technology, 2016 grade traditional Chinese medicine, 2017 grade stomatology majors. In the scoring indicators of the questionnaire, teaching method scores, semester knowledge mastery scores, semester analysis problem solving ability scores, semester autonomy Both the learning ability score and the final expression communication ability score were significantly higher than the beginning of the semester, and the differences were statistically significant (P<0.01). Conclusion Students are satisfied with the blending learning in physiology which fits the cultivating goal for applied medical talents and reaches the standard line of audit assessment. |
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