中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (5): 371-374.DOI: 10.3760/cma.j.issn.1673-677X.2019.05.012

• 临床教学 • 上一篇    下一篇

联合教学方法在妊娠期高血压疾病教学中的应用研究

董微1, 曾媛2, 李晓2   

  1. 1天津医科大学第二医院产科 300211;
    2天津医科大学第二医院教学办公室 300211
  • 收稿日期:2018-09-12 发布日期:2020-12-11
  • 通讯作者: 董微,Email:redcross1977@126.com,电话:022-88328995
  • 基金资助:
    天津医科大学卓越教师教学研究基金(TYZY201828)

Application of combined teaching method in the training of hypertensive disorder complicating pregnancy

Dong Wei1, Zeng Yuan2, Li Xiao2   

  1. 1Department of Obstetrics,The Second Hospital of Tianjin Medical University, 300211, China;
    2Teaching Office, The Second Hospital of Tianjin Medical University, 300211, China
  • Received:2018-09-12 Published:2020-12-11
  • Contact: Dong Wei, Email: redcross1977@126.com, Tel: 0086-22-88328995
  • Supported by:
    Teaching Fund of Excellent Teachers in Tianjin Medical University(TYZY201828)

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摘要： 目的 探讨联合教学方法(综合基于讲授学习、基于问题学习、基于案例学习和基于团队学习的教学方法)在妊娠期高血压疾病教学中的实施效果,对联合教学方法做出评价,并提出建议。方法 选取2013年和2014年在天津医科大学第二医院进行妇产科临床学习的113名临床医学专业学生为研究对象。将采用联合教学方法的2011级学生56人设为实验组,将采用基于讲授学习(lecture-based learning,LBL)的2010级学生57人设为对照组,通过理论考核和教学满意度问卷调查的方式对两组学生的教学效果进行评价。结果 实验组、对照组学生有关妊娠期高血压疾病理论考核成绩分别为(12.35±1.20)分、(12.12±1.33)分,差异无统计学意义(P>0.05)。实验组、对照组学生进行课前预习的比率分别为71.4%(40/56)、33.3%(19/57),实验组预习时与同学进行讨论的比率为72.5%(29/40),对照组没有讨论,差异均有统计学意义(均P<0.05);实验组、对照组学生对同一名任课教师的评分分别为(99.1±0.7)分、 (97.2±0.6)分,差异具有统计学意义(P<0.05)。实验组、对照组教师的同行评分分别为95.2分、92.7分;教学督导对教师评分分别为96.9分、92.5分。结论 联合教学方法在产科妊娠期高血压疾病教学中的实施效果优于LBL教学,学生、同行、教学督导对教师评价较高,在取得更多教学经验后,可以尝试在产科其他章节的教学中逐步推广。

关键词: 教学方法, 基于问题学习, 基于案例学习, 基于团队学习, 基于讲授学习

Abstract: Objective To explore the application of combined teaching method (combined with lecture-based learning, problem-based learning, case-based learning, team-based learning) in the training of hypertensive disorder complicating pregnancy. Methods Toally 113 clinical medical students who received clinical teaching in obstetrics and gynecology in the Second Hospital of Tianjin Medical University from 2013 to 2014 were selected as subjects. Fifty-six students enrolled in 2011 with combined teaching method were set as experimental group, 57 students enrolled in 2010 with lecture-based learning (LBL) were set as control group. The learning outcomes of the two groups were evaluated comprehensively by means oftheoretical assessment results and questionnaire survey of teaching satisfaction. Results The theoretical scores of the experimental group(12.35 ± 1.20) were better than that of the control group (12.12 ±1.33), There was no statistical difference between the two groups (P>0.05). The pre-class preview and discussion rate of the experimental group [71.4%(40/56) and 72.5%(29/40)] were significantly better than that of the control group [33.3%(19/57) and 0], There was statistical difference between the two groups (P<0.05). The scores of the students in the experimental group and the control group on the same teacher were (99.1±0.7) and (97.2±0.6). There was statistical difference (P<0.05). The peer ratings of the experimental group and the control group were 95.2 and 92.7 respectively. The teaching supervisor ratings were 96.9 and 92.5 respectively. Conclusions Combined teaching method is better than LBL in hypertensive disorder complicating pregnancy. Students, peers and teaching supervisors have higher evaluation. After gaining more teaching experience, it can be gradually popularized in other chapters of obstetric teaching.

Key words: Teaching method, Problem-based learning, Case-based learning, Team-based learning, Lecture-based learning

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