中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (4): 281-285.DOI: 10.3760/cma.j.cn115259-20230427-00437

• 教学方法 • 上一篇    下一篇

融合式教学在临床医学专业眼科视光学教学中的应用

敖明昕1, 李胜2, 张钰1, 孙岩秀1, 陈跃国1   

  1. 1北京大学第三医院眼科,北京 100191;
    2北京大学计算机学院图形与交互技术实验室,北京 100871
  • 收稿日期:2023-04-27 出版日期:2024-04-01 发布日期:2024-03-29
  • 通讯作者: 陈跃国, Email: chenyueguo@263.net
  • 基金资助:
    2022年北京大学教学新思路2.0项目(2022YB009)

The application of hybrid learning for optometry teaching in ophthalmology education at the undergraduate stage

Ao Mingxin1 , Li Sheng2 , Zhang Yu1, Sun Yanxiu1, Chen Yueguo1   

  1. 1Department of Ophthalmology, Peking University Third Hospital, Beijing 100191, China;
    2Graphics Labs of EECS, School of Computer Science, Peking University, Beijing 100871, China
  • Received:2023-04-27 Online:2024-04-01 Published:2024-03-29
  • Contact: Chen Yueguo, Email: chenyueguo@263.net
  • Supported by:
    The Innovative Teaching Program 2.0 of Peking University (2022YB009)

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摘要： 目的 研究融合式教学应用于临床医学专业眼科视光学教学的可行性及其教学效果。方法 以2022年4月在北京大学第三医院接受眼科学教学的2018级八年制临床医学专业36名学生为研究对象。以简单随机抽样方法将1组17名学生设为试验组,接受以微课预习、小组讨论、课堂实景教学、学习成果在线展示、双师课堂为主要教学内容的眼科视光学融合式教学;另1组19名学生设为对照组,接受传统的课堂授课教学。采用学生期末考核得分率及问卷调查方式评价教学效果。数据分析采用t检验、Mann-Whitney U检验和χ2 检验。结果 试验组与对照组学生眼科视光学考核题目得分率[中位数(四分位数间距)]分别为77.8%(16.6%),77.8%(33.3%),教学满意度评分分别为90.0(23.5)分和81.0(14.0)分,学习兴趣评分分别为83.0(29.0)分和78.0(22.0)分,其差异均无统计学意义(均P＞0.05)。试验组学生课前预习投入时间、对课堂学习效率的总体评分、课堂互动参与程度评分和参与眼科视光学研究的积极性评分分别为1.00(2.00)小时、84.0(19.0)分、81.0(26.5)分和100.0(23.5)分,均高于对照组学生的1.00(1.00)小时、72.0(22.0)分、70.0(20.0)分和80.0(38.0)分,其差异均具有统计学意义(均P＜0.05)。结论 融合式教学在学生考核成绩、满意度等方面取得了良好的效果,在眼科视光学教学中具有可行性,有助于学生开展主动学习,从而提高课堂学习效率和课堂互动参与程度。

关键词: 眼科学, 视光学, 融合式教学, 在线教学, 临床教学

Abstract: Objective To investigate the feasibility of hybrid learning for optometry in ophthalmology education at the undergraduate stage. Methods Thirty-six students, who studied ophthalmology course in Peking University Third Hospital in April 2022, were recruited in the study. The experimental group (17 students) adopted hybrid learning, including online micro learning, panel discussion, classroom teaching and double-teacher-classroom supported by online teaching system, while the control group (19 students) adopted traditional classroom teaching. The final examination and questionnaire survey were used to assess the learning effect. T test, Mann-Whitney U test and χ2 test were employed in data analysis. Results The scoring rate of items related to optometry in the final examination, the overall satisfaction and learning interest in the experimental grout were 77.8%(16.6%), 90.0(23.5) and 83.0(29.0) respectively, which were comparable to the control group 77.8%(33.3%), 81.0(14.0) and 78.0(22.0), and there were no statistical significances (all P＞0.05). Scores of learning efficiency, participation in classroom interaction and the motivation to participate in studies related to optometry were 84.0(19.0), 81.0(26.5) and 100.0(23.5) in the experimental group respectively, which were superior to the control group 72.0(22.0), 70.0(20.0) and 80.0(38.0), and the differences were statistically significant (all P＜0.05). Students in the experimental group would devote 1.00(2.00) hours to prepare for the class, which were longer than the control group 1.00(1.00) hours (all P＜0.05). Conclusions Hybrid learning has achieved good results in examination scores, teaching satisfaction, and other aspects. It is feasible in optometry teaching, which is beneficial to improving active learning, elevating the efficiency of classroom teaching and enhancing the participation of classroom interaction.

Key words: Ophthalmology, Optometry, Hybrid learning, Online teaching, Clinical teaching

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