中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (11): 843-846.DOI: 10.3760/cma.j.issn.1673-677X.2019.11.010

• 临床教学 • 上一篇    下一篇

线上线下混合式教学方法在临床麻醉学教学中的应用研究

梅虹霞, 胡明品, 黄葱葱, 胡秀丹, 李军   

  1. 温州医科大学附属第二医院麻醉学教研室 325000
  • 收稿日期:2019-05-27 出版日期:2019-11-01 发布日期:2020-12-09
  • 通讯作者: 李军,Email:lijun0068@163.com,电话:0577-88832469
  • 基金资助:
    温州医科大学2017年校级课堂教学改革项目(YBKG201749)

The application of the online and offline interactive teaching method in clinical anesthesiology

Mei Hongxia, Hu Mingpin, Huang Congcong, Hu Xiudan, Li Jun   

  1. Teaching and Research Section of Anesthesiology,The Second Affiliated Hospital of Wenzhou Medical University,Wenzhou 325000,China
  • Received:2019-05-27 Online:2019-11-01 Published:2020-12-09
  • Contact: Li Jun,Email:lijun0068@163.com,Tel:0086-577-88832469

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摘要： 目的 探讨线上线下混合式教学方法(以下简称混合式教学方法)在临床麻醉学课程教学中的应用效果。方法 2018年2月~7月,选择温州医科大学2013级麻醉学专业63名学生为研究对象,将其随机分为两组,1班32名学生设为实验组,2班31名学生设为对照组。实验组采用混合式教学方法,对照组采用传统的集中讲授教学方法。通过两组学生理论考核成绩和实验组学生问卷调查结果对教学效果进行评价。结果 实验组学生理论考核成绩[(79.31±4.54)分]高于对照组学生[(75.61±4.88)分],其差异具有统计学意义(P＜0.05)。与传统的集中讲授教学方法相比,实验组87.5%(28/32)的学生认为混合式教学方法更有利于教学内容的掌握,78.1%(25/32)的学生认为混合式教学方法能够促进知识点的理解和记忆,78.1%(25/32)的学生认为混合式教学方法有助于培养良好的临床思维能力,90.6%(29/32)的学生认为混合式教学方法提高了总体学习效果。结论 混合式教学方法提高了学生的理论考核成绩;有助于培养学生的临床思维能力;学生对混合式教学方法评价较高,取得了较好的教学效果。

关键词: 线上线下混合式教学方法, 临床麻醉学, 麻醉学专业, 本科生

Abstract: Objective To explore the application outcome of the online and offline interactive teaching method in clinical anesthesiology training for undergraduates.Methods Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups from February to July in 2018.Thirty two students from class 1 were set as experimental group and 31 students from class 2 as control group.The experimental group adopted the online and offline interactive education.The control group adopted the traditional intensive teaching method.The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group.Results The score of theoretical test of students in the experimental group (79.31±4.54) is higher than that of students in the control group (75.61±4.88,P<0.05).Up to 87.5%(28/32)of students in the experimental group think that the online and offline interactive teaching method is more conducive to the mastery of learning content,and 78.1%(25/32)of students in the experimental group think that the online and offline interactive teaching method can enhance the comprehension and help memorizing of key learning points;mean while 78.1%(25/32)of students in the experimental group think that the online and offline interactive teaching method can also help develop good clinical thinking ability;Up to 90.6%(29/32)of the students in the experimental group hold positive attitude towards the overall learning effect can be improved by the online and offline interactive teaching method.Conclusions The online and offline interactive teaching method can not only improve students' theoretical learning,but also help cultivate students' clinical reasoning capacity.Students has given a high score for the evaluation of the online and offline interactive teaching method,good teaching effect has been achieved.

Key words: Online and offline interactive teaching method, Clinical anesthesiology, Anesthesiology major, Undergraduate

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