中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (12): 1006-1010.DOI: 10.3760/cma.j.cn115259-20200526-00821

• 临床教学 • 上一篇    下一篇

BOPPPS结合移动端APP教学模式在脊柱外科学临床教学中的应用

刘亚东1, 杜玉君2, 马金理3   

  1. 1吉林大学第一医院脊柱外科,长春 130012;
    2吉林大学第一医院肾病科,长春 130012;
    3吉林大学2016级临床医学(5+3一体化)专业,长春 130012
  • 收稿日期:2020-05-26 发布日期:2021-01-25
  • 通讯作者: 杜玉君, Email: cagefancy@163.com, 电话: 0431-85167931
  • 基金资助:
    吉林大学白求恩第一医院青年教师教学能力提升项目(04021510002)

Application of BOPPPS model combined with mobile APP in clinical teaching of spinal surgery

Liu Yadong1, Du Yujun2, Ma Jinli3   

  1. 1Department of Spine Surgery, the First Hospital of Jilin University, Changchun 130012, China;
    2Department of Nephrology, the First Hospital of Jilin University, Changchun 130012, China;
    3Clinical Medicine (5+3), Enrolled in 2016, Jilin University, Changchun 130012, China
  • Received:2020-05-26 Published:2021-01-25
  • Contact: Du Yujun, Email: cagefancy@163.com, Tel: 0086-431-85167931
  • Supported by:
    Teaching Ability Improvement Project of Young Teachers in Bethune First Hospital of Jilin University (04021510002)

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摘要： 目的 探讨BOPPPS结合移动端APP教学模式在脊柱外科学教学中的应用效果。方法 2017年11月,选取吉林大学临床医学院2014级五年制临床医学专业72名学生为研究对象,采用随机数字表将其分为试验组和对照组,每组36名学生。两组学生均由同1名高年资主任医师进行理论授课,由5名水平相当的主治医师进行临床带教。试验组采用BOPPPS模式结合移动端APP教学模式,对照组采用传统教学模式。教学结束后分别对两组学生理论知识和临床技能进行评估,并采用问卷调查的方法,收集授课教师和两组学生对教学的反馈。结果 试验组学生理论知识成绩(81.33±9.73)分,高于对照组学生(73.21±9.98)分;试验组学生临床技能整体表现评分[(8.38±0.42)分]优于对照组学生[(7.84±0.59)分];试验组学生在学习兴趣、学习主动性方面评分优于对照组学生[(4.83±0.45)分比(3.91±0.81)分、(4.64±0.59)分比(3.78±0.68)分],以上差异均具有统计学意义(均P＜0.05)。对提升教学技巧等方面的评价,试验组的教师评分[(3.83±0.41)分]优于对照组的教师评分[(2.67±0.52)分],其差异具有统计学意义(t＝4.341,P＜0.01)。结论 BOPPPS结合移动端APP教学模式应用于脊柱外科学教学有助于提高学生学习效率,提高教师的授课技巧。

关键词: BOPPPS模式, 移动端APP, 脊柱外科学, 临床教学

Abstract: Objective To explore the effect of a teaching mode that BOPPPS combined with mobile APP in spinal surgery teaching. Methods In November 2017,a total of 72 students of the five-year clinical medicine major of 2014 from Jilin University Clinical Medical College were selected as research objects, and they were divided into the experimental group and the control group using a random number table, with 36 students in each group. The two groups of students were taught by a senior physician in theory, and were taught by five senior physicians in clinical teaching.The experimental group adopted BOPPPS mode combined with mobile APP application, while the control group adopted traditional teaching mode.The theoretical achievement and clinical skills of the two groups of students were evaluated respectively, and the feedback of the teachers and the two groups of students in the teaching process was collected by questionnaire survey. Results The average score of theoretical of the experimental group was higher than that of the control group [(81.33±9.73) vs. (73.21±9.98)]. The score of clinical skills of students in the experimental group were better than those in the control group in overall performance[(8.38±0.42) vs. (7.84±0.59)] . In terms of“learning interest”and “learning initiative”, the score of experimental group was better than that of the control group[(4.83±0.45)vs.(3.91±0.81), (4.64±0.59) vs. (3.78±0.68), all P<0.05]. The evaluation of improving teaching skills, the score of the experimental group teachers was higher than that of the control group teachers[(3.83±0.41) vs. (2.67±0.52), t=4.341, P<0.01]. Conclusions The teaching mode that BOPPPS combined with mobile APP application effectively improved the learning efficiency and improved the teaching skills of teachers in the teaching process of spinal surgery for undergraduates.

Key words: BOPPPS, Mobile APP, Spinal surgery, Clinical teaching

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