引用本文:鲍美华,李海刚,郝一.基于“雨课堂”的教学在留学生药理学教学中的应用[J].中华医学教育探索杂志,2023,22(4):531-535
基于“雨课堂”的教学在留学生药理学教学中的应用
The application of "Rain Classroom" in Pharmacology teaching for MBBS international students
DOI:10.3760/cma.j.cn116021-20211227-01240
中文关键词:  留学生  雨课堂教学  药理学
英文关键词:International student  Rain Classroom  Pharmacology
基金项目:湖南省学位与研究生教育改革项目(湘教通〔2019〕293号);湖南省教育厅教改项目(湘教通〔2016〕400号);长沙医学院教改项目(长医教〔2010〕5号)
作者单位邮编
鲍美华* 长沙医学院国际教育学院长沙 410219
长沙医学院药理学教研室,长沙 410219 
410219
李海刚 长沙医学院国际教育学院长沙 410219
长沙医学院药理学教研室,长沙 410219 
410219
郝一 长沙医学院第一临床学院长沙 410219 410219
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中文摘要:
      目的 本研究比较了“雨课堂”教学和传统教学在医学学士(Bachelor of Medicine & Bachelor of Surgery,MBBS)留学生药理学教学中的作用。方法 研究选取了55名2016级MBBS留学生,按照学习成绩、年龄、性别、学习态度、学习能力、生源地,分为“雨课堂”试验组(27人)和传统教学对照组(28人)。试验组采用“雨课堂”辅助教学,对照组采用传统教学。授课教师由本校从事多年留学生药理学课程的教师承担,两个组授课教师相同。授课内容为教材Lippincott’s Illustrated Reviews,Pharmacology(Karen Whalen著)中的“抗高血压药”章节。教学效果以考试方式进行,包括知识考核(70分)和过程性评价(30分)。课程结束后对学生进行问卷调查。采用SPSS 11.5进行t检验和卡方检验。结果 与传统教学相比,采用“雨课堂”教学后,较传统教学学生考试成绩提高[“雨课堂”组平均考试得分为(58.6±6.8)分,传统教学对照组平均考试得分为(52.3±9.4)分,P<0.05],表明学生对知识的掌握更好。过程性评价显示,试验组学生的参与积极性更高,互动高于对照组(7.4次vs. 2.8次)。两种教学方式下,学生考勤及作业得分差异无统计学意义。问卷调查显示,“雨课堂”教学提升了学生的学习兴趣、提高了上课的专注度,进而促进了知识的掌握度。结论 实践证实“雨课堂”教学方式有利于调动学生的学习积极性,提升教学效果。
英文摘要:
      Objective To compare the effects of "Rain Classroom" teaching model and traditional teaching model in the Pharmacology teaching for MBBS international students.Methods A total of 55 MBBS international students of the Batch 2016 were selected, and randomly divided into the "Rain Classroom" teaching group (n = 27, experimental group) and the traditional teaching group (n = 28, control group) according to their academic performance, age, gender, learning attitude, learning ability, and their original country. The experimental group took "Rain Classroom" assisted teaching, and control group took traditional teaching.The teachers for two groups were the same. They have been engaged in the "Pharmacology" course for international students for many years. The chapter "Antihypertensives" in textbook "Lippincott's Illustrated Reviews, Pharmacology (edited by Karen Whalen)" was selected as teaching content. The teaching effects were evaluated by the knowledge assessment (70 points) and process evaluation (30 points). A questionnaire survey was conducted at the end of the course. The results were statistically analyzed by t-test and Chi-square test using SPSS 11.5 software.Results Compared with the traditional teaching group, the students of "Rain Classroom" group obtained a significantly higher score in exam. The average exam score of the "Rain Classroom" group was (58.6±6.8) points, while the average exam score of the traditional teaching group was (52.3±9.4) points, indicating a better mastery of knowledge for "Rain Classroom" group (P < 0.05). The process evaluation showed that the students in the "Rain Classroom" group were more active in participation and the interaction, which was significantly higher than that in the traditional teaching group (7.4 vs. 2.8 times per students). No obvious difference was observed in students' attendance and homework scores for these two groups. According to the questionnaire survey, the "Rain Classroom" group enhanced students' interest in learning, improved the concentration in classes, and thus promoted the mastery of knowledge.Conclusion The present study has confirmed the "Rain Classroom" teaching method is conducive to mobilizing students' enthusiasm for learning and improving teaching effect.
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