目的 探讨基于成果导向教育(outcome-based education, OBE)理念的理实一体化教学方法在消化系统见习教学中的应用效果。方法 2021年11至12月选取滨州医学院2018级五年制临床医学专业本科生134人为研究对象,他们均在滨州医学院附属医院消化科进行见习。依据班级分为两组,其中试验组64人,对照组70人。在消化道出血章节,试验组采用基于OBE理念的理实一体化教学方法授课,对照组采用集体理论授课联合临床见习授课的常规教学方法。两组学生在课程前后均进行综合考试,试验组在课后进行教学效果问卷调查,数据采用t检验分析。结果 课后测试,试验组学生成绩(86.18±8.64)分高于对照组学生的(75.00±6.92)分,其中,理论知识成绩试验组学生(43.38±7.50)分高于对照组学生的(38.79±7.49)分,临床综合成绩试验组学生(42.79±6.6)分高于对照组学生的(36.21±7.78)分,差异均具有统计学意义(均P＜0.05)。问卷调查结果显示,学生对教学设计、自我贡献、评价的评分分别为(3.30±0.55)、(3.11±0.62)、(3.20±0.59)分。结论 基于OBE理念的理实一体化教学方法有助于医学生理论知识的掌握、临床综合能力的培养和学习的主动参与,在教学设计和评价方面也得到学生的认可。
马兴彬
,
史宁
,
李彦敏
,
于飞
,
王伟
,
胡营滨
,
高桃
,
胡宝光
,
牛琼
,
刘成霞
. 基于成果导向教育理念的理实一体化教学方法在消化系统见习教学中的应用[J]. 中华医学教育杂志, 2023
, 43(3)
: 199
-202
.
DOI: 10.3760/cma.j.cn115259-20220607-00741
Objective To explore the effect of the integrated teaching model of theory and practice based on outcome-based education (OBE) in clerkship teaching of digestive system. Methods A total of 134 5th-year undergraduate students major in clinical medicine from Binzhou Medical University and in clinical clerkship in Department of Gastroenterology and Hepatology of Binzhou Medical University Hospital were selected from November to December 2021. They were divided into two groups by class, with 64 students in the experimental group and 70 students in the control group. The experimental group adopted the integrated teaching model of theory and practice based on OBE principles, while the control group adopted classroom and clinical internship learning in learning digestive system. Both groups took a comprehensive examination before and after the class, and the experimental group was given a post-course questionnaire on teaching effects. T-test was used to analyze the data. Results At the end of the course, the progress of the experimental group was higher than that of the control group (86.18±8.64 vs. 75.00±6.92, P<0.05). Theoretical knowledge and clinical comprehensive scores of the experimental group were higher than those of control group (43.38±7.50 vs. 38.79±7.49, 42.79±6.60 vs. 36.21±7.78, P＜0.05). The results of the questionnaire showed that students in the experimental group were satisfied with the instructional design, participation, and evaluation, with values of (3.30±0.55), (3.11±0.62), and (3.20±0.59). Conclusions The integrated teaching model of theory and practice based on OBE principles is conducive to the mastery of theoretical knowledge, the development of integrated clinical competencies, and active participation in learning among medical students. It has also been recognized by students for teaching design and assessment.
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