探究性实验教学以解决科学问题为目标,通过设置问题情境,引导学生进行探究性学习,已广泛应用于医学教育领域。本研究以天津医科大学2019级五年制基础医学专业和“5+3”一体化临床医学专业共143名学生的医学免疫学实验课程为例,阐述了探究性教学在本课程中的设计与实施过程。通过总成绩考核,问卷调查及学生访谈进行教学效果评价。结果显示,118名(82.5%)学生总成绩优秀,25名(17.5%)学生总成绩良好。在回收的127份有效问卷中,110名(86.6%)学生对本课程设计感到满意;分别有103名(81.1%)、108名(85.0%)和113名(89.0%)学生认为本课程有助于提升其自主学习能力、创新能力和团队协作能力;117名(92.1%)学生认为本课程有助于提高其动手能力;107名(84.3%)学生认为本课程有助于激发其对科学研究的兴趣。参加访谈的48名学生中,42名(87.5%)学生对本课程的设计、实施及授课教师等给予积极评价。医学免疫学探究性实验课程教学效果良好,有助于培养学生创新意识和提高学生的综合能力,得到了学生认可。
Inquiry-based experimental teaching aims at solving scientific problems and guides students to conduct inquiry-based learning by setting problem situations. It has been widely used in the field of medical education. In this study, the design and implementation of inquiry-based teaching was illustrated by taking as an example the inquiry-based experimental course of medical immunology for 143 students from the five-year basic medicine major and the ″5+3″ integrated clinical medicine major of Tianjin Medical University in 2019. The teaching effect was evaluated through the total score examination, questionnaire survey and student interview. The results showed that 118 (82.5%) students gained excellent scores and 25 (17.5%) students gained good scores. Among 127 valid questionnaires collected, 110 (86.6%) students were satisfied with the course design; 103 (81.1%), 108 (85.0%) and 113 (89.0%) students believed the course was helpful to improve their self-learning ability, innovation ability and teamwork ability, respectively; 117 (92.1%) students believed the course improved their hands-on ability; 107 (84.3%) students believed that the course helped to stimulate their interest in scientific research. Among 48 students who participated in the interview, 42 (87.5%) students gave positive comments on the design, implementation and teachers of this course. The inquiry-based experiment course of medical immunology has good teaching effect, which is helpful to cultivate students′ innovation consciousness and improve students′ comprehensive ability, and has been recognized by students.
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