中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (7): 643-647.DOI: 10.3760/cma.j.cn115259-20211227-01585

• 教学方法 • 上一篇    下一篇

基于实时视听反馈的教学方式在心肺复苏实践教学中的应用

余薇, 刘晋, 张雯, 袁慧, 罗仁峰, 周博文, 周娴   

  1. 江汉大学医学院医学系,武汉 630056
  • 收稿日期:2021-12-27 出版日期:2022-07-01 发布日期:2022-06-29
  • 通讯作者: 袁慧, Email: 993313461@qq.com
  • 基金资助:
    2020年度湖北省教育厅高校教研项目(2020443);湖北省武汉市教育局市属高校教研项目(Z2019110415539089);中国红十字会湖北省应急救护标准化项目(ZH2014-28)

Application of a teaching method based on real-time audio-visual feedback in the training of cardiopulmonary resuscitation

Yu Wei, Liu Jin, Zhang Wen, Yuan Hui, Luo Renfeng, Zhou Bowen, Zhou Xian   

  1. Department of Medicine, Medical College, Jianghan University, Wuhan 630056, China
  • Received:2021-12-27 Online:2022-07-01 Published:2022-06-29
  • Contact: Yuan Hui, Email: 993313461@qq.com
  • Supported by:
    Education and Teaching Research Project of Education Department of Hubei Province (2020443); Education and Teaching Research Project of Education Department of Wuhan, Hubei Province(Z2019110415539089); Emergency Rescue Standardization Project of Red Cross Society of China in Hubei Province (Zh2014-28)

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摘要： 目的 评估基于实时视听反馈的教学方式在心肺复苏实践教学中的应用效果。方法 本研究采用试验对照方法。选取江汉大学医学院2018级临床医学专业110名学生为研究对象,采用随机数字表法将其分为试验组和对照组,试验组56名学生采用基于实时视听反馈的教学方式,对照组54名学生采用传统教学方式。课后对两组学生进行理论知识考试、操作实践考核,对学生和教师进行问卷调查。采用χ2检验和t检验比较两组间差异,以评价两组教学方式的效果。结果 试验组学生的理论知识考试成绩为(27.56±8.62)分、操作实践考核成绩为(60.02±8.46)分,均高于对照组学生的(24.75±8.96)分、(53.72±9.59)分,其差异均具有统计学意义(均P<0.05)。问卷调查结果显示,教师对试验组学生表现和教师教学自评分别为(4.78±0.63)分和(4.80±0.47)分,高于对照组学生的(3.69±0.46)分和(3.75±0.63)分,试验组学生对教师教学、自我表现和团队合作的满意度评分分别为(4.93±0.59)分、(4.70±0.71)分和(4.59±0.63)分,高于对照组学生的(4.02±0.73)分、(3.85±0.69)分和(3.26±0.56)分,其差异均具有统计学意义(均P<0.05)。结论 基于实时视听反馈的教学方式有助于提高心肺复苏实践教学效果,提高学生对教师教学、自我表现和团队合作的满意度。

关键词: 心肺复苏, 实时视听反馈, 教学方式, 教学效果, 医学生

Abstract: Objective To evaluate the effect of teaching methods based on real-time audiovisual feedback in clinical training of cardiopulmonary resuscitation (CPR). Methods Totally 110 medical undergraduates were enrolled from Medical College of Jianghan University .The students were randomly divided into the experimental group (n=56) and the control group (n=54).The students in experimental group adopted the teaching method based on real-time audiovisual feedback and the control group adopted classic teaching method. Two groups of students conducted theoretical knowledge examinations, operational practice assessments followed by a questionnaires survey. The results of two groups were compared with the χ2 test and the t-test in order to evaluate the effect of teaching methods in two groups. Results The theoretical test scores and skill test scores of the experimental group were (27.56±8.62) and (60.02±8.46), which were higher than those of the control group (24.75±8.96) and (53.72 ±9.59). The differences were all statistically significant (P<0.05).The results of the questionnaire survey from the teachers showed that the scores of student performance (4.78±0.63) and teachers' performance (4.80±0.47) from experimental group were significantly higher than those from control group (3.69±0.46 and 3.75±0.63 respectively).The satisfaction of the experimental group students with teacher teaching, self-performance and teamwork were (4.93±0.59),(4.70±0.71) and (4.59±0.63)respectively, which were all higher than those of the control group (4.02±0.73,3.85±0.69 and 3.26±0.56 respectively ). The differences were all statistically significant (P<0.05). Conclusions The teaching method based on real-time audio-visual feedback can help to improve the teaching effect of CPR practice and improve students' satisfaction with teaching, self-expression and teamwork.

Key words: Cardiopulmonary resuscitation, Real-time audio-visual feedback, Teaching method, Teaching effect, Students,Medical

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