目的 探讨BOPPPS教学模式结合基于案例学习(case-based learning,CBL)教学方法在医学检验技术专业临床医学概论课程教学中的应用效果。方法 采用实验对照方法,随机选取湖北中医药大学检验学院2014级医学检验技术专业68名本科生为研究对象,将其分为实验组和对照组,每组34名学生。实验组学生采用BOPPPS教学模式结合CBL教学方法;对照组学生采用传统课堂讲授结合多媒体教学方法。课程结束后,对两组学生进行问卷调查和理论考试以评价其教学效果。结果 实验组学生的理论考试成绩,包括总成绩、理论识记部分成绩和临床病例分析部分成绩均优于对照组学生,其差异均具有统计学意义(均P<0.05)。问卷调查结果显示,与传统课堂讲授结合多媒体教学方法相比,BOPPPS教学模式结合CBL教学方法在“有助于提高学习的主观能动性”、“有助于理论知识的理解和记忆”和“有助于提高临床综合分析能力”方面更能够得到学生的认可,其差异均具有统计学意义(均P<0.05)。结论 在医学检验技术专业的临床医学概论课程教学中,采用BOPPPS教学模式结合CBL教学方法取得了良好的教学效果。该教学方法有利于学生临床理论知识的掌握和综合分析能力的提高,值得进一步研究和推广。

Objective To find the learning outcomes of application of a hybrid model of BOPPPS with CBL in “The Introduction to Clinical Medicine” for the medical laboratory technology specialty. Methods Sixty-eight undergraduate students from grade 2014 of the medical laboratory technology specialty in Hubei University of Chinese Medicine were randomly divided into experiment group and control group with 34 in each. The students in the experimental group use the teaching method based on BOPPPS mode in combination with CBL, and the students in the control group used traditional teaching methods. At the end of the course, the learning outcomes of students in the two groups was valued by questionnaire survey and examinations. Results The scores of students in the experimental group, including the total scores, the scores in the theoretical memorizing part and the scores in the clinical case analysis part, were significantly higher than those of the control group with statistical significance (all P<0.05). The results of the questionnaire survey showed that more students approved the new teaching method based on BOPPPS mode in combination with CBL, because it can be considered to be superior to the traditional teaching methods for the following aspects of “helping to improve the students' subjective initiative of learning”, “helping to deepen the students' understanding of theoretical knowledge and enhance the students' memory of theoretical knowledge” and “helping to improve the students' ability of clinical comprehensive analysis”, the differences were statistically significant (all P<0.05). Conclusions The hybrid teaching method based on BOPPPS mode plus CBL achieved better learning outcomes in the teaching of “The Introduction to Clinical Medicine” for the medical laboratory technology specialty. Especially, this new model contributes to enhancing the students' mastery of clinical theoretical knowledge and improving the students' ability of clinical comprehensive analysis, so this model is quite potential and needs continuous improvement during application.