目的 探讨雨课堂联合思维导图教学方式在泌尿外科学临床教学中的应用效果。方法 2020年7月,昆明医科大学五年制临床医学专业40名学生为研究对象,按照学号将其随机分为试验组和对照组,每组20名学生。试验组采用雨课堂联合思维导图教学方式;对照组采用传统教学方式。采用考核和自制调查问卷进行教学效果评估。计量资料组间比较采用t检验,计数资料组间比较采用χ2检验。结果 试验组学生比对照组学生在基础理论[(41.10±4.46)分比(37.65±4.07)分]、病案分析[(22.28±3.65)分比(19.20±2.88)分]和总分[(80.95±7.37)分比(74.20±6.24)分]方面成绩高,差异均具有统计学意义(均P＜0.05)。试验组学生比对照组学生在提高学习兴趣和学习主动性[(3.15±0.88)分比(2.00±1.08)分]、活跃课堂气氛[(3.15±0.81)分比(2.15±0.93)分]、提高学习效率[(3.00±0.79)分比(1.80±1.20)分]、使知识形象化易于理解记忆[(3.25±0.79)分比(1.75±1.02)分]和提高逻辑思维能力[(3.55±0.60)分比(1.95±1.10)分]方面的评分高,差异均具有统计学意义(均P＜0.05)。结论 雨课堂联合思维导图教学方式在泌尿外科学临床教学中应用,有助于促进学生知识的掌握和能力水平的提高。
毕城伟
,
杨宏
,
李瑞乾
,
张国颖
,
赵斌
,
杨勇
,
李俊
,
胡辰
,
杨李波
,
白宇
. 雨课堂联合思维导图教学方式在泌尿外科学临床教学中的应用[J]. 中华医学教育杂志, 2022
, 42(5)
: 444
-448
.
DOI: 10.3760/cma.j.cn115259-20210829-01087
Objective To discuss the effect of rain classroom teaching pathway combined mind mapping method in the clinical teaching of urology. Methods From July 2020 to July 2021, 40 five-year undergraduates majoring in clinical medicine who were experiencing internship training in the Third Affiliated Hospital of Kunming Medical University were selected as the research objects. They were randomly divided into experimental group and control group with 20 in each according to their ID number. Experimental group were taught by rain classroom plus mind mapping method; control group were taught by classic teaching mode. Assessment and self-made questionnaire were used to evaluate the teaching effect. The results from two groups were analyzed by t test and the comparison of data from two groups was performed by χ2 test. Results The scores of basic theory [(41.10 ± 4.46) vs.(37.65 ± 4.07)], medical record analysis [(22.28 ± 3.65) vs. (19.20 ± 2.88)] and total examination score [(80.95 ± 7.37) vs. (74.20 ± 6.24)] of the experimental group were all significantly higher than those of the control group (all P<0.05). The results of the questionnaire showed that scores in the experimental group are higher than that of control group in the following aspects: enhancing learning interest and initiative [(3.15±0.88)vs.(2.00±1.08)], improving learning atmosphere[(3.15±0.81)vs.(2.15±0.93)], improving learning efficiency [(3.00±0.79)vs.(1.80±1.20)], making knowledge visualization easier to understand and remember [(3.25±0.79)vs.(1.75±1.02)]and improving logical reasoning [(3.55±0.60)vs.(1.95±1.10)]. The difference were statistically significant (all P<0.05). Conclusions Application of rain classroom combined with mind mapping method in the clinical teaching of urology is helpful to promote students' mastery of knowledge and improve their learning ability.
[1] 骆磊, 张桂铭, 董大海, 等. 泌尿外科学专业硕士研究生以能力为导向的临床技能培训模式探析[J].中华医学教育杂志,2015,35(2):272-274. DOI:10.3760/cma.j.issn.1673-677X.2015.02.036.
[2] 王锁刚, 翟琼瑶, 王光策. 泌尿外科教学改革和学科建设中存在的关键问题与对策探讨[J].中国中医药现代远程教育,2020,18(12):166-169. DOI:10.3969/j.issn.1672-2779.2020.12.066.
[3] 学堂在线. 学堂在线推出智慧教学工具——雨课堂[EB/OL]. (2016-06-17)[2021-08-24].https://www.tsinghua.edu.cn/info/1176/27603.htm.
[4] 于鸿滨, 黄月苏, 张丽, 等. 思维导图在阻生牙微创拔除术中的临床教学应用[J].卫生职业教育,2020,38(8):74-76.
[5] 贾犇黎, 杨希, 汪泳, 等. 基于现代信息技术的思维导图教学方式在普通外科学临床教学中的应用[J].中华医学教育杂志,2020,40(9):692-695. DOI:10.3760/cma.j.cn115259-20200218-00151.
[6] 骆亚莉, 李能莲, 方玲, 等. SPOC与雨课堂相融合的病理生理学教学改革探索[J].中华医学教育杂志,2021,41(5):416-420. DOI:10.3760/cma.j.cn115259-20201112-01572.
[7] 李文君, 李良兰, 曾毅文, 等. 思维导图在医学生医院感染防控知识和技能培训中的应用[J].中华医学教育杂志,2020,40(1):38-42. DOI:10.3760/cma.j.issn.1673-677X.2020.01.006.
[8] Tuma F, Nassar AK. Applying Bloom's taxonomy in clinical surgery: ractical examples[J]. Ann Med Surg (Lond), 2021,69:102656. DOI:10.1016/j.amsu.2021.102656.
[9] 刘洋, 张近红, 邢跃垒. “雨课堂+导学案”在护理实训中对护生自主学习能力的影响研究[J].卫生职业教育,2020,38(4):115-117.
[10] 周凤华, 高敏行, 王欣, 等. 基于雨课堂的课前预习和课堂互动在语言治疗学课程教学中的应用[J].中华医学教育杂志,2021,41(2):155-158. DOI:10.3760/cma.j.cn115259-20200306-00270.
[11] 韦烨,丁冉,曹雨欣.论手机APP阅读对当代大学生的影响[J].山西青年,2021(12):39-40.
[12] 王忠利. 布鲁姆教育目标分类法在医学生临床外科见习教学中的应用研究[J].中国继续医学教育,2016,8(33):30-32. DOI:10.3969/j.issn.1674-9308.2016.33.016.
[13] 肖菊. 学生理解力的生成机制及其应用研究[D].成都:四川师范大学,2017.
[14] 李俊茹. 基于雨课堂平台的混合教学数据可视化研究[D].黄冈:黄冈师范学院,2020.
