创客教学在消化内镜教学中的应用研究  

Research on the application of maker teaching method in the teaching of gastroenterology

作　　者：赵曲川[1] 池添雨[1] Zhao Quchuan;Chi Tianyu(Department of Gastroenterology,Xuanwu Hospital of Capital Medical University,Beijing 100053,China)

机构地区：[1]首都医科大学宣武医院消化科,北京100053

出　　处：《中华医学教育探索杂志》2022年第10期1333-1336,共4页Chinese Journal of Medical Education Research

基　　金：首都医科大学宣武医院2020年教育课题(2020XWJXGG-03);首都医科大学2021年教学改革研究课题(2021JYS015)

摘　　要：目的在消化内镜检查教学中应用创客教学法,以期拓展学生的思维,激发其创新意识,从而获得较好的教学效果,达到提高学生成绩、教学满意度及学习兴趣的目的。方法选取2020年1月到2021年9月于首都医科大学宣武医院进行临床见习的2个长学制班级的全体学生作为研究对象。1个班全体学生为试验组(SCS创客教学班),共计55人;另外一个班全体学生为对照组(传统教学组),共计56人。两组学生于教学前进行摸底考试并进行威廉斯创造力倾向测量表评分;于教学后再进行闭卷考试,并进行威廉斯创造力倾向测量表评分;最后以问卷形式对两组学生进行满意度评分及学习兴趣调查。应用SPSS 23.0软件对数据进行t检验和卡方检验。结果试验组教学后考试成绩,理论总分(68.11±9.27 vs.58.66±6.55,t=-6.19,P<0.001)、选择题(21.85±3.94 vs.18.96±4.59,t=-3.56,P=0.001)、简答题(13.55±3.67 vs.11.18±3.23,t=-3.61,P<0.001)、简单病例分析(12.67±3.82 vs.11.14±2.82,t=-2.40,P=0.018)、复杂病例分析(20.04±5.62 vs.17.38±5.30,t=-2.57,P=0.012)、阅片考试(36.53±7.59 vs.33.14±7.82,t=-2.31,P=0.023)均高于对照组,差异有统计学意义。试验组威廉斯创造力倾向测量表评分(98.91±9.81 vs.91.09±10.60,t=-4.03,P<0.001)、满意度评分(6.76±1.78 vs.5.66±1.91,t=-3.14,P=0.002)、学习兴趣评分(6.49±2.00 vs.5.41±1.82,t=-2.98,P=0.004)均高于对照组,差异有统计学意义。结论创客教学法在消化内镜检查教学中的应用,可以培养学生的创新思维,提高医学生对消化内镜检查的理解,诱发他们对消化内镜的学习欲望,还可以提升学生对教学的满意程度。Objective To apply the maker teaching method in the teaching of gastroenterology to expand students'thinking and stimulate their innovative consciousness,so as to obtain better teaching effects and improve students'achievements,degrees of teaching satisfaction and learning interest.Methods All the students of two long-schooling classes who were on clinical probation in Xuanwu Hospital of Capital Medical University from January 2020 to September 2021 were selected as the research objects.All the students in one class were classified as the experimental group(SCS maker teaching group),with 55 students in total;the other class students were classified as the control group(traditional teaching group),with 56 students in total.Before teaching,students in the two groups were given a mapping test and scored by the Williams creativity tendency scale,and after teaching,students were given a closed-book test and scored by the Williams creativity tendency scale.Finally,the students'satisfaction score and study interest were investigated by questionnaire.SPSS 23.0 was used to perform t-test and Chi-square test for the data.Results The experimental group's post-teaching test scores,total theoretical scores(68.11±9.27 vs.58.66±6.55,t=-6.19,P<0.001),choice questions(21.85±3.94 vs.18.96±4.59,t=-3.56,P=0.001),short answer questions(13.55±3.67 vs.11.18±3.23,t=-3.61,P<0.001),simple case analysis(12.67±3.82 vs.11.14±2.82,t=-2.40,P=0.018),complex case analysis(20.04±5.62 vs.17.38±5.30,t=-2.57,P=0.012)and film reading tests(36.53±7.59 vs.33.14±7.82,t=-2.31,P=0.023)were all higher than those of the control group,and the differences were statistically significant.The scores of the Williams creativity tendency scale(98.91±9.81 vs.91.09±10.60,t=-4.03,P<0.001),satisfaction scores(6.76±1.78 vs.5.66±1.91,t=-3.14,P=0.002)and learning interest scores(6.49±2.00 vs.5.41±1.82,t=-2.98,P=0.004)of the experimental group were higher than those of control group,and the differences were statistically significant.Conclusion The applica

关 键 词：消化内镜 教学 创客教学法 

分 类 号：R57[医药卫生—消化系统]