自媒体结合PBL教学模式在整形外科专业教学中的应用(1)
[摘要]目的：探討自媒体结合以问题为基础的学习(Problem based learning，PBL)教学模式在整形外科专业教学中的应用效果。方法：按照随机数字法将2017年-2019年在笔者医院进行整形外科专业实习的60例本科生分为对照组与观察组，每组30例。对照组实施传统教学模式，观察组实施自媒体结合PBL教学模式。采用问卷调查两组本科生对教学的反馈情况(包括激发学习兴趣、提高自学能力、提高理论联系实际能力、提高临床思维能力4个方面)及教学效果(病例分析能力、读片分析能力)。结果：观察组的激发学习兴趣[(4.80±0.16)分 vs (3.15±0.24)分]、提高自学能力[(4.87±0.11)分 vs (3.20±0.24)分]、提高理论联系实际能力[(4.67±0.23)分 vs (2.87±0.45)分]、提高临床思维能力[(4.83±0.12)分 vs (3.41±0.15)分]评分均明显高于对照组，差异有统计学意义(P<0.05)。观察组病例分析评分[(42.76±4.47)分 vs (33.81±2.18)分]、读片评分[(43.15±4.39)分 vs (35.23±2.42)分]及总评分[(88.77±6.12)分 vs (70.19±4.83)分]均明显高于对照组(P<0.05)。结论：自媒体结合PBL教学模式在整形外科专业教学中的应用效果显著。
[关键词]整形外科;教学研究;自媒体;以问题为基础的学习;教学模式
Abstract： Objective To discuss the application effect of we-media combined with PBL teaching mode in professional teaching of plastic surgery. Methods According to the random number method， 60 undergraduates receiving the standardized training of plastic surgery major who was divided into the control group and the observation group in our hospital from 2017-2019， with 30 cases in each group. The control group was implemented the traditional teaching mode， while the observation group was implemented the we-media combined with PBL teaching mode. Questionnaires were used to investigate the feedback on teaching (including stimulating learning interest， improving self-learning ability， improving theoretical and practical ability， and improving clinical thinking ability) of undergraduates in two groups. The teaching effect (case analysis ability， photographs reading ability) was compared between two groups. Results The stimulating learning interest[(4.80±0.16)score vs (3.15±0.24)score]， improving self-learning ability[(4.87±0.11)score vs (3.20±0.24)score]， improving theoretical and practical ability[(4.67±0.23)score vs (2.87±0.45)score] and improving clinical thinking ability[(4.83±0.12)score vs (3.41±0.15)score] of the observation group were significantly higher than those of the control group， the difference were statistically significant (P<0.05). The case analysis score[(42.76±4.47)score vs (33.81±2.18)score]， photographs reading score[(43.15±4.39)score vs (35.23±2.42)score] and total score[(88.77±6.12)score vs (70.19±4.83)score] of the observation group were significantly higher than those of the control group(P<0.05). Conclusion The application effect was obvious of we-media combined with PBL teaching mode in professional teaching of plastic surgery.
Key words： plastic surgery; teaching research; we-media; problem based learning(PBL); teaching model, http://www.100md.com(闫江 闫涛)
[关键词]整形外科;教学研究;自媒体;以问题为基础的学习;教学模式
Abstract： Objective To discuss the application effect of we-media combined with PBL teaching mode in professional teaching of plastic surgery. Methods According to the random number method， 60 undergraduates receiving the standardized training of plastic surgery major who was divided into the control group and the observation group in our hospital from 2017-2019， with 30 cases in each group. The control group was implemented the traditional teaching mode， while the observation group was implemented the we-media combined with PBL teaching mode. Questionnaires were used to investigate the feedback on teaching (including stimulating learning interest， improving self-learning ability， improving theoretical and practical ability， and improving clinical thinking ability) of undergraduates in two groups. The teaching effect (case analysis ability， photographs reading ability) was compared between two groups. Results The stimulating learning interest[(4.80±0.16)score vs (3.15±0.24)score]， improving self-learning ability[(4.87±0.11)score vs (3.20±0.24)score]， improving theoretical and practical ability[(4.67±0.23)score vs (2.87±0.45)score] and improving clinical thinking ability[(4.83±0.12)score vs (3.41±0.15)score] of the observation group were significantly higher than those of the control group， the difference were statistically significant (P<0.05). The case analysis score[(42.76±4.47)score vs (33.81±2.18)score]， photographs reading score[(43.15±4.39)score vs (35.23±2.42)score] and total score[(88.77±6.12)score vs (70.19±4.83)score] of the observation group were significantly higher than those of the control group(P<0.05). Conclusion The application effect was obvious of we-media combined with PBL teaching mode in professional teaching of plastic surgery.
Key words： plastic surgery; teaching research; we-media; problem based learning(PBL); teaching model, http://www.100md.com(闫江 闫涛)