引用本文:李翠娟,唐颖,彭翠兰,刘金丽,王春波,张槊.基于钉钉平台的混合式教学在呼吸科临床实习教学中的应用研究[J].中华医学教育探索杂志,2022,21(12):1704-1708
基于钉钉平台的混合式教学在呼吸科临床实习教学中的应用研究
Application research of mixed teaching based on DingTalk platform in clinical practice teaching of respiratory department
DOI:10.3760/cma.j.cn116021-20211119-01112
中文关键词:  临床实习  呼吸内科  混合式教学  钉钉平台
英文关键词:Clinical practice  Respiratory department  Mixed teaching  DingTalk platform
基金项目:2022年黑龙江省教育规划办重点项目(GJB1422460);黑龙江省教育厅新文科研究与改革实践项目(2021HLJXWP0096);2021年度省高等教育教学改革一般项目(SJGY20210578)
作者单位E-mail
李翠娟 1齐齐哈尔医学院第五附属医院/大庆龙南医院呼吸与危重症医学科大庆 163453  
唐颖 1齐齐哈尔医学院第五附属医院/大庆龙南医院呼吸与危重症医学科大庆 163453  
彭翠兰 1齐齐哈尔医学院第五附属医院/大庆龙南医院呼吸与危重症医学科大庆 163453  
刘金丽 1齐齐哈尔医学院第五附属医院/大庆龙南医院呼吸与危重症医学科大庆 163453  
王春波 1齐齐哈尔医学院第五附属医院/大庆龙南医院呼吸与危重症医学科大庆 163453  
张槊 2哈尔滨医科大学大庆校区人文社会科学系大庆 163319 345543234@qq.com 
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中文摘要:
      目的 探讨构建基于钉钉平台线上线下混合教学在呼吸科临床实习教学中的应用效果。方法 选择齐齐哈尔医学院2016级(40人)和2017级(47人)临床医学专业本科生作为研究对象,分成对照组和研究组。对照组采用传统理论教学;研究组采用线上线下混合式教学,围绕教学设计和教学目标、教学主体、教学资源、网络平台和教学活动(课堂学习和评价)进行。比较两组实习生的理论和操作考试成绩,并收集研究组学生对线上线下混合式教学效果的评价。本研究利用Excel 2013整理数据,通过R软件进行数据处理和统计学分析。计量数据采用t检验,计数资料采用卡方检验。结果 研究组学生的实验考核成绩(28.16±1.70)和理论成绩(82.07±6.40)均高于对照组[(23.35±2.88)(76.20±5.67)],差异均有统计学意义(P<0.001)。与对照组的学生相比,研究组学生对教学所产生的效果的满意度更高。结论 线上线下混合式教学有利于提高学生的综合成绩,提高学习效果,促进学生临床诊治技能、自学能力、创新能力及临床胜任力的有效提升。
英文摘要:
      Objective To explore the application effect of online and offline mixed teaching based on DingTalk platform in clinical practice teaching of respiratory department. Methods The Batch 2016 (n= 40) and Batch 2017 (n=47) undergraduates of clinical medicine in Qiqihar Medical College were selected as the research objects, and they were divided into a control group and a research group. The control group adopted traditional offline theoretical teaching, while the research group adopted online-offline mixed teaching, focusing on teaching design and teaching objectives, teaching subjects, teaching resources, network platforms and teaching activities (classroom learning and evaluation). The theoretical and practical test scores of the two groups of interns were compared, and the evaluations of the students in the research group on the effect of online and offline mixed teaching were collected. Excel 2013 was used to sort out the data, and R software was used for data processing and statistical analysis. T-test was used for measurement data and Chi-square test was used for counting data. Results The operational test scores [(28.16±1.70) points] and theoretical scores [(82.07±6.40) points] of the students in the study group were higher than those in the control group [(23.35±2.88) points and (76.20±5.67) points], with significant differences (P<0.001). Compared with the students in the control group, the students in the research group were more satisfied with the mixed teaching method. Conclusion The online and offline mixed teaching is conducive to improving students' comprehensive performance, learning effect, and promoting students' clinical diagnosis and treatment skills, self-study, innovation abilities and clinical competence.
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