目的 探索基于BOPPPS教学模型的微课体系在神经病学实践教学中的应用。方法 选取安徽医科大学2013级五年制临床医学专业60名实习生为研究对象,将其随机分为实验组和对照组,每组30名学生,实验组采取基于BOPPPS教学模型的微课教学方法,对照组采取传统教学方法。实习结束时,分别采用迷你临床评估训练和操作技能直接观察评估来测评两组学生的临床能力,并通过问卷调查评估实验组学生对基于BOPPPS教学模型的微课教学法的满意度。结果 ①迷你临床评估训练测评结果显示,实验组学生在病史询问、体格检查、人文关怀、临床判断、沟通技巧、组织技能和整体表现上的得分均高于对照组学生,其差异均具有统计学意义(均P<0.05);②操作技能直接观察评估结果显示,实验组学生除了“对相关解剖和适应证熟悉的程度”和“能否详细告知患者并取得同意”之外,其余项目得分均优于对照组学生,其差异均具有统计学意义(均P<0.05);③问卷调查结果显示,实验组学生对基于BOPPPS教学模型的微课教学方法满意度高。结论 在神经病学实践教学中引入基于BOPPPS教学模型的微课体系,取得了良好的教学效果,有利于培养学生的综合临床能力,值得进一步研究和推广。

Objective To explore the application of micro-lecture system based on BOPPPS model in clinical practice of neurology.Methods Sixty clinical medicine undergraduate students graded 2013 in Anhui Medical University were random divided into 2 groups, thirty students in both experimental group and control group. Micro-lecture system based on BOPPPS model teaching method was adopted in experimental group, while traditional teaching method was adopted in control group. The learning results of two different methods of teaching were valued by mini-clinical evaluation exercise evaluation, direct observation of procedural skills and questionnaire survey.Results ①The score of interviewing skills,physical examination skills, humanistic qualities, clinical judgment, communication skills, organization efficiency and overall clinical competence were higher in experimental group students, the difference was statistically significant (all P<0.05). ②There was no significant difference in the first item “demonstrates understanding of indications, relevant anatomy and technique” and “explains procedure/risks to patient, obtains informed consent” between the two groups, the scores of the other items were higher in experimental group students, the difference was statistically significant (all P<0.05). ③At the end of internship, the questionnaire showed that the students in the experimental group were more recognized for this new way of teaching.Conclusions Micro-lecture system based on BOPPPS model teaching methods achieved better results in the teaching of neurology. New teaching method was superior to traditional teaching method in improving students' comprehensive clinical competence. The new teaching method is need future research and promotion.