微课-CPT教学在病理学课程中的应用及效果评价  

Application and evaluation of micro-lecture-CPT teaching method in pathology teaching

作　　者：张玉辉[1] 陈振文[1] 王艳华 张朝霞[1] 徐义荣[1] 柴菲[1] Zhang Yuhui, Chen Zhenwen, Wang Yanhua, Zhang Zhaoxia, Xu Yirong, Chai Fei(Department of Pathology, Fenyang College of Shanxi Medical University, Fenyang 032200, China; Department of English, Fenyang College of Shanxi Medical University, Fenyang 032200, China)

机构地区：[1]山西医科大学汾阳学院病理学教研室,032200 [2]山西医科大学英语教研室,032200

出　　处：《中华医学教育探索杂志》2018年第5期506-510,共5页Chinese Journal of Medical Education Research

摘　　要：目的探讨微课．CPT（case，problem and team—based learning，CPT）教学在病理学课程中的应用效果。方法将236名2015级医学影像学本科生分为两组，实验组（118人）采用微课一CPT教学，对照组（118人）采用传统教学。实验组教学课前利用网络互动平台共享与病理学理论课和实验课相关的大纲、微课、多媒体课件、病例及相关的问题。课上采用基于“以学生为中心．以教师为主导”的方式就问题进行小组讨论。采用问卷调查和考试成绩比较分析两组教学效果的差异。所得数据采用SPSS13．0统计软件处理，组间比较采用t检验。结果实验组基础理论得分[（57．86±2．32）VS．（58．23±2．06）]低于对照组；而病例成绩和实验成绩得分[（11．27±1．24）VS．（7．40±0．90）；（18．04±0．87）VS．（14．75±0．93）]明显高于对照组，差异有统计学意义（P〈0．05）。问卷调查显示，微课-CPT教学在提高学习兴趣、促进自主学习．以及提高解决问题的能力、培养临床思维能力和培养团队合作精神等方面所获评价均高于传统教学。结论微课．CPT教学在病理学课程中取得了良好的效果，适应现代教学改革的发展趋势，值得借鉴和推广。Objective To explore the effect of micro-lecture-CPT teaching method （case, problem and team-based learning, CPT） used in pathology teaching. Methods 236 medical imaging undergraduates from Grade 2015 were selected and divided into two groups equally. The experimental group （118 people） used the micro-lecture-CPT teaching method, and the control group （118 people） used the traditional teaching method. The students in the experimental group used the interactive platform on the internet to share the resource in combination with pathological theory and experiment, including curriculum, microlecture, multimedia courseware, clinical case and the related questions before class.In class, the questions were discussed in groups based on ＂student centered, teacher guide＂. Questionnaire survey and test scores were used to collect data and analyze the differences between the two groups. SPSS 13,0 was applied to processing the data. Measurement data were expressed as mean plus or minus standard deviation, and t test was used in the comparison between groups. Results The average score of basic theoretical examination in the experimental group was lower than that of the traditional teaching group [（57.86 ± 2.32） vs. （58.23 ± 2.06）]; While the case score and experimental score in the experimental group were significantly higher than those of the traditional teaching group [（11.27± 1.24） vs. （7.40 ± 0.90）; （18.04± 0.87） vs. （14.75 ±0.93）].And the differences were statistically significant （P〈0.05）. Questionnaire survey demonstrated that the experimental group students＇ evaluation on the learning of micro-lecture-CPT teaching was higher than the control group＇s evaluation on traditional teaching in the aspects of improving students＇ learning interest, promoting autonomous learning and problem solving skills, cultivating clinical thinking ability and team cooperation spirit. Conclusion Micro-lecture-CPT teaching method conforms to the trend of modern teach- ing reform and ac

关 键 词：微课-CPT教学 病理学 教学改革 评价 

分 类 号：R-05[医药卫生]