医学微观形态学在教学改革中的应用分析  

Application of Medical Microscopic Morphology in Teaching Reform

作　　者：彭璇[1,2] 严米娅[1] 陈宗海[1] 

机构地区：[1]湖北民族学院医学院病理学与病理生理学教研室,恩施州445000 [2]湖北民族学院科技学院病理生理学教研室

出　　处：《中国继续医学教育》2015年第2期2-4,共3页China Continuing Medical Education

基　　金：湖北民族学院校级教学研究项目(2012JY029);湖北民族学院科技学院教学研究项目(KJY201323)

摘　　要：目的探讨医学微观形态学在贯穿式教学改革中的应用效果。方法调查湖北民族学院医学院临床医学专业2011级本科390人,采用医学微观形态学教学和传统的教学方法。随机将其分为对照组和实验组,对照组采用传统教学方式进行教学,实验组采用医学微观形态学贯穿教学过程中,应用教师教学质量评估表(学生用)评估两种教学模式的教学效果。结果实验组和对照组在提高学生思维能力和学习能力的八个方面的评估对比,P<0.05,差异有统计学意义。而在其他方面的评估项目中,P>0.05,差异无统计学意义。对照组学生对传统教学模式的满意率66.67%,而实验组学生对医学微观形态学教学模式的满意率93.85%,明显高于学生对传统教学模式的满意率。考试的总评成绩结果显示试验组的考试总评成绩明显高于对照组(P<0.05),差异具有统计学意义。结论医学微观形态学贯穿式教学实践不仅加强了形态学科教学团队的建设,而且在教学中提高了学生对教师的授课疲劳阈值,更好地提高课堂学习效率。Objective To investigate the effect of the medical application of the microscopic morphology throughout teaching reform. Methods Taking 390 cases from Hubei Institute for Nationalities College of Medicine undergraduate professional 2011, using microscopic morphology of medical teaching and traditional teaching methods. They were randomly divided into control group and the experimental group. The control group using traditional teaching methods for teaching, medical microscopic morphology throughout the teaching process of experimental group, the application of teaching quality assessment foma （student） to assess the effect of two kinds of teaching mode. Results The experimental group and the conUol group were assessed in ascension students＇ thinking and learning ability of eight areas, P 〈0.05, the difference was statistically significant. In other aspects of the assessment project, P〉 0.05, the difference was not statistically significant. The satisfaction rate of control group was 66.67%, while the experimental group is 93.85%. Results of the examination told the experimental group was significantly higher（P〈0.05）, a statistically significant difference. Conclusion Medical morphology teaching practice disciplines throughout not only strengthened the form of teaching team building, and improve the the fatigue threshold of students in teaching,improve classroom efficiency.

关 键 词：医学微观形态学 贯穿式教学 教学改革 实践研究 

分 类 号：G624[文化科学—教育学]