中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (10): 784-787.DOI: 10.3760/cma.j.cn115259-20200326-00435

• 临床教学 • 上一篇    下一篇

混合式教学结合形成性评价在外科学实验教学中的应用

陈芳芳1, 张京伟1, 谢哲2, 王欣2   

  1. 1武汉大学中南医院甲状腺乳腺外科,武汉 430071;
    2武汉大学中南医院创伤和显微骨科,武汉 430071
  • 收稿日期:2020-03-26 出版日期:2020-10-01 发布日期:2020-12-08
  • 通讯作者: 王欣, Email: wangxin11@21cn.com, 电话: 027-67812557
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会医学教育研究课题(2016B-LC037)

Application of blended learning and formative assessment in surgical experiment teaching

Chen Fangfang1, Zhang Jingwei1, Xie Zhe2, Wang Xin2   

  1. 1Department of Thyroid and Breast Surgery, Zhongnan Hospital of Wuhan University, Wuhan 430071, China;
    2Department of Trauma and Microscopic Orthopedics, Zhongnan Hospital of Wuhan University, Wuhan 430071, China
  • Received:2020-03-26 Online:2020-10-01 Published:2020-12-08
  • Contact: Wang Xin, Email: wangxin11@21cn.com, Tel: 0086-27-67812557
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Project (2016B-LC037)

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摘要： 目的 探讨混合式教学结合形成性评价在外科学实验教学中的应用效果。方法 选择2018年3月至6月参加外科学实验课的武汉大学2015级临床医学专业103名学生为研究对象,采用随机数字表法将其分为试验组52人、对照组51人。在外科学实验课中,试验组采用基于微课的混合式教学结合形成性评价方式,对照组采用传统教学方式。课程结束后,比较两组学生的技能考核成绩,并以问卷调查的形式进行教学效果评价。结果 试验组学生外科学实验课考核成绩[(88.74±8.35)分]高于对照组学生[(80.63±9.78)分],其差异具有统计学意义(P<0.01)。问卷调查结果显示,试验组学生对教学效果的评分和对教学感到满意的比例均高于对照组学生[(93.65±3.86)分比(82.84±5.65)分,96.2%(50/52)比76.5%(39/51)],其差异均具有统计学意义(均P<0.01)。结论 混合式教学结合形成性评价在外科学实验教学中的应用有利于提高学生对外科操作技能的掌握,提高了教学的效果。

关键词: 混合式教学, 形成性评价, 外科学实验教学

Abstract: Objective To investigate the application of blended learning and formative assessment in surgical experiment teaching. Methods A total of 103 students who received surgical experiment teaching in the second affiliated hospital of Wuhan University from March in 2018 to June in 2018 were randomly divided into experimental group (51 students) and control group (52 students). The students in the experimental group received blended learning and formative assessment. The students in the control group received traditional practice teaching. The two groups were compared in terms of the scores of skill examinations, and the degree of satisfaction with teaching was surveyed. Results The experimental group had a significantly higher score in skill examination than the control group[(88.74±8.35) vs (80.63±9.78), P<0.01]. The scores of evaluating teaching in experimental group students is higher than the control group[(93.65±3.86) vs (82.84±5.65), P<0.01], the satisfaction of teaching is significantly higher in the experimental group[96.2%(50/52) vs 76.5%(39/51), P<0.01]. Conclusions The introduction of blended learning and formative assessment into the surgical experiment teaching can significantly improve the learning of surgical operation skills and the satisfaction of teaching.

Key words: Blended learning, Formative assessment, Surgical experiment teaching

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