引用本文:连海峰,李丹,刘成霞,牛琼,马兴彬,胡营滨.以自主学习为导向的多途径教学在临床消化系统整合课程中的应用[J].中华医学教育探索杂志,2022,21(12):1677-1680
以自主学习为导向的多途径教学在临床消化系统整合课程中的应用
Application of self-directed learning-oriented multi-channel teaching in clinical digestive system integration course
DOI:10.3760/cma.j.cn116021-20200508-01106
中文关键词:  课程整合  自主学习  消化系统  多途径教学
英文关键词:Course integration  Self-directed learning  Digestive system  Multi-channel teaching
基金项目:中华医学会医学教育分会、中国高等教育学会医学教育专业委员会2020年医学教育研究立项课题(2020B-N14161)
作者单位E-mail
连海峰 1滨州医学院烟台附属医院消化内科烟台 256603  
李丹 2滨州医学院护理学院烟台 256603 dan3729@163.com 
刘成霞 1滨州医学院烟台附属医院消化内科烟台 256603  
牛琼 1滨州医学院烟台附属医院消化内科烟台 256603  
马兴彬 1滨州医学院烟台附属医院消化内科烟台 256603  
胡营滨 1滨州医学院烟台附属医院消化内科烟台 256603  
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中文摘要:
      目的 将以自主学习为导向的多途径教学应用于临床消化系统整合课程中,并探讨其教学效果。方法 选择山东省某医学院2015级临床医学专业五年制本科学生70人作为研究对象。在临床消化系统整合课程中,设计并实施了以自主学习为导向的多途径教学,包括以问题为基础的学习(PBL)、理论实践一体化教学、标准化病人教学、小组焦点教学、德融教育多途径教学等。比较两种教学方式下学生的实践考核得分情况,并比较干预前后学生对自主学习能力的评分。采用SPSS 20.0进行t检验。结果 2015级学生在教学中实践考核平均总得分为(86.10±6.01),高于2014级学生总得分(81.84±7.08)(P<0.05)。教学干预前,学生对自主学习能力自评得分总分为(145.41±9.42),干预后自主学习能力自评得分总分为(152.94±10.18),除"自主创新"维度外,自主学习能力总体及其他各维度得分差异均有统计学意义(P<0.05)。结论 以自主学习为导向的多途径教学为临床消化系统课程整合下合适的教学方法。
英文摘要:
      Objective To apply self-directed learning-oriented multi-channel teaching to clinical digestive system integration course and explore its teaching effect. Methods Seventy undergraduates of Batch 2015 majoring in clinical medicine in a medical college of Shandong Province were selected as subjects. In the clinical digestive system integration course, we designed and implemented multi-channel teaching methods including problem-based learning (PBL), integrated teaching of theory and practice, standardized patient teaching, group focus teaching and moral education. The scores of students' practice examination under the two teaching methods were compared, and the self-assessment of students' autonomous learning ability before and after the intervention was compared. SPSS 20.0 was used for t test. Results The average total score of practical assessment in the intervention group was (86.10±6.01), which was higher than that (81.84±7.08) of the Batch 2014 students (P<0.05). The total score of students' self-assessment of autonomous learning ability was (145.41±9.42) before the intervention. By comparison, the total score was (152.94±10.18) after the intervention. Except for the dimension of "self-innovation", the scores of self-directed learning ability in general and other dimensions were significantly different before and after the intervention (P<0.05). Conclusion Self-directed learning-oriented multi-channel teaching is a suitable teaching method for the integration curriculum of clinical digestive system.
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