参与式教学方法在妇幼保健学课程教学中的应用  

Application of participatory teaching in maternal and child health care teaching

作　　者：陈春屹 周虹[1] 王海俊[1] 安琳[1] 周敏[2] 罗树生[1] 彭振耀 周钰 高燕秋[1] 康楚云[1] 张小松[2] 周倩龄 王雪茵[2] 刘峥 徐相蓉[1] Chen Chunyi;Zhou Hong;Wang Haijun;An Lin;Zhou Min;Luo Shusheng;Peng Zhenyao;Zhou Yu;Gao Yanqiu;Kang Chuyun;Zhang Xiaosong;Zhou Qianling;Wang Xueyin;Liu Zheng;Xu Xiangrong(Department of Maternal and Child Health, School of Public Health, Peking University, Beijing 100191, China;Department of Gynecology and Obstetrics, Peking University First Hospital, Beijing 100034, China;Administrative Office, Haidian Maternal & Child Health Hospital, Beijing 100080, China;Department of Science and Education, Haidian Maternal & Child Health Hospital, Beijing 100080, China)

机构地区：[1]北京大学公共卫生学院妇幼卫生学系,100191 [2]北京大学第一医院妇产科,100034 [3]北京市海淀区妇幼保健院院长办公室,100080 [4]北京市海淀区妇幼保健院科教科,100080

出　　处：《中华医学教育杂志》2019年第9期668-672,共5页Chinese Journal of Medical Education

基　　金：2019年度北京大学医学部教育教学研究课题(2019YB09).

摘　　要：目的探究参与式教学在妇幼保健学课程教学中的应用效果。方法选择北京大学公共卫生学院2013级~2014级预防医学专业154名本科学生为研究对象,2014级76名学生为实验组,2013级78名学生为对照组。实验组学生采用小班参与式教学方法,对照组学生采用传统的大班授课式教学方法。采用课程体验问卷调查、专题小组讨论等定量、定性研究方法比较两组学生在教学满意度和课程总体评价方面的差异,并收集实验组学生对小班参与式教学的意见与建议。结果实验组学生总体满意度、教学体验、基本技能、清晰的目标和标准及合适的作业量等维度的得分分别为(4.24±0.78)分、(4.05±0.57)分、(4.07±0.55)分、(3.90±0.57)分、(3.49±0.78)分,均高于对照组学生(3.92±0.94)分、(3.79±0.76)分、(3.72±0.84)分、(3.59±0.63)分、(3.16±0.67)分,其差异均具有统计学意义(均P<0.05)。实验组各小班学生对课程评价的差异无统计学意义(P>0.05)。实验组学生在定性访谈中对小班参与式教学有较好的评价并提出改进意见。结论妇幼保健学课程小班参与式教学有助于提升学生的教学体验和满意度,有助于提高学生的基本技能,各小班授课效果的一致性较好。小班参与式教学在妇幼保健学课程中具有可行性。Objective To research the effectiveness of participatory teaching in maternal and child health care teaching. Methods One hundred and fifty four undergraduate students Majoring in Preventive Medicine from School of Public Health, Peking University were selected as the subjects. Seventy six students in grade 2014 were selected as the experimental group and seventy eight students in grade 2013 as the control group. The experimental group used participatory teaching in small classes, while the control group used traditional teaching in large classes. Quantitative and qualitative research methods such as questionnaire survey and focus group discussion were used to evaluate the intervention effect of maternal and child health courses. Students' satisfaction and overall evaluation of the curriculum were compared and students' opinions and suggestions on participatory teaching in small classes were collected. Results The score of the experimental group in terms of overall satisfaction, good teaching, generic skills, clear goals and standards and appropriate workload were (4.24±0.78, 4.05±0.57, 4.07±0.55, 3.90±0.57, 3.49±0.78), which was higher than those in the control group (3.92±0.94, 3.79±0.76, 3.72±0.84, 3.59±0.63, 3.16±0.67)(all P<0.05). There were no statistically significant in the overall evaluation of the curriculum among the sub-groups in the intervention group (P>0.05). In focus group discussion, experimental group students had a better evaluation of participatory teaching in small classes and put forward suggestions for curriculum improvement. Conclusions Participatory teaching in maternal and child health care can help to improve student's curriculum experience, satisfaction and basic skills. The teaching effectiveness of each small class has good parallelism. Participatory teaching is feasible in maternal and child health courses.

关 键 词：参与式教学 妇幼保健学 课程体验问卷 预防医学专业 

分 类 号：R-05[医药卫生]