目的 探讨基于领导生命周期理论的线上教学方式在儿科学教学中的应用效果。方法 选取2020年秋季学期、2021年春季学期接受线上儿科学教学的佳木斯大学2017级五年制临床医学专业120名学生作为研究对象。以自然分班为单位,2班60名学生为试验组,1班60名学生为对照组。试验组实施基于领导生命周期理论的教学方式,对照组实施传统教学方式。比较两组学生教学后考试成绩,采用自我导向学习评定量表和大学生自我管理量表调查两组学生的学习能力和自我管理能力情况。采用t检验对两组学生考试成绩和量表评分差异进行统计学分析。结果 试验组学生儿科学“生长发育”“新生儿及新生儿疾病”章节的基础知识考试成绩[(82.59±7.18)分]以及新生儿复苏术和儿童体格检查的相关理论考核成绩[(85.64±7.26)分]均高于对照组学生[(76.29±6.58)分和(80.57±6.24)分],其差异均具有统计学意义(均P<0.001)。试验组学生学习能力总分高于对照组学生[(230.11±23.13)分比(206.36±20.27)分],学习行为等自我管理能力评分均高于对照组学生[(3.51±0.55)分比(3.26±0.31)分],其差异均具有统计学意义(均P<0.05)。结论 线上儿科学教学时应用基于领导生命周期理论的教学方式,有助于提高学生成绩,加强学生自我导向学习能力和自我管理能力,具有一定的应用价值。

Objective To explore the application effect of online teaching method based on leadership life cycle theory in pediatrics teaching. Methods One hundred and twenty undergraduates from five-year program who accepted the teaching of pediatric theory on network platform in the autumn semester of 2020 and the spring semester of 2021 were selected as the research objects. Students were divided into two groups with 60 in each following school regular squad division. That means, 60 students in class 2 as the test group and 60 students in class 1 as control group. The test group implemented the teaching based on situational leadership theory plus classic teaching and the control group accepted only classic teaching. The scores of the two groups of students after teaching were compared, and the Self Rating Scale of Self-Directed Learning and the College Students' Self-Management Scale were used to investigate the learning capacity and self-management capacity of the two groups of students. The t-test was used to analyze the differences between the two groups in test scores and scale scores. Results The basic knowledge test scores (82.59±7.18) in the chapters of “growth and development” and "neonatal and neonatal diseases" in pediatrics and the related theoretical test scores (85.64±7.26) of neonatal resuscitation and physical examination of children in the experimental group were higher than those in the control group [(76.29±6.58) and (80.57±6.24)], and the differences were statistically significant (all P<0.05). The total score of learning capacity of the students in the experimental group was higher than that of the students in the control group [(230.11±23.13) vs. (206.36±20.27)], and the scores of self-management capacity such as learning behavior were higher than that of the students in the control group [(3.51±0.55) vs. (3.26±0.31)], and the differences were statistically significant (all P<0.05). Conclusions The application of the teaching method based on the leadership life cycle theory in online pediatrics teaching can effectively improve students' learning outcomes and strengthen students' capacity building of self-directed learning and self-management. This result can be shared by other schools or healthcare institutions.