"看板式"网络服务平台在临床医学专业学生骨科学见习教学中的应用  

Application of Kanban network platform in traditional classroom teaching

作　　者：刘扬波[1] 潘昊 吴鹏[1] 郎俊哲[1] 吴聪聪[1] 金可可 Liu Yangbo;Pan Hao;Wu Peng;Lang Junzhe;Wu Congcong;Jin keke(Department of Orthopedics,The First Affiliated Hospital of Wenzhou Medical University,Wenzhou 325000,China;First School of Clinical Medicine,Wenzhou Medical University 325000,China;School of Basic Medical Sciences,Wenzhou Medical University 325000,China)

机构地区：[1]温州医科大学附属第一医院骨科,325000 [2]温州医科大学第一临床学院,325000 [3]温州医科大学基础医学院,325000

出　　处：《中华医学教育杂志》2019年第11期855-859,共5页Chinese Journal of Medical Education

基　　金：温州医科大学高等教育课堂教学改革研究项目(YBKG201826)。

摘　　要：目的 探讨"看板式"网络服务平台在临床医学专业学生骨科见习教学的应用效果.方法 采用实验对照方法,于2018年开始,将2018年3月至2019年3月在温州医科大学附属第一医院骨科见习的温州医科大学2013级和2014级五年制临床医学专业208名学生为研究对象.每批进入骨科见习的学生根据随机数余数分组法分为实验组和对照组,实验组102人,对照组106人,实验组采用"看板式"网络服务平台结合传统见习教学方式,对照组采用传统见习教学方式.见习结束后,比较两组学生骨科学临床技能考核结果和理论知识考试结果,学生的期末外科学考试成绩中骨科知识的标准化得分,并对教师和学生进行问卷调查以评估教学效果.结果 实验组学生的骨科临床技能考核成绩、理论考核成绩和期末外科学考试骨科内容标准化得分为(75.29±4.23)分、(88.13±4.01)分和(75.74±6.85)分,均高于对照组学生得分(72.20±5.46)分、(84.93±3.83)分、(67.17±11.96)分,其差异均具有统计学意义(均P<0.01).问卷调查结果显示,实验组学生在课程准备情况、教学效果、满意度的评分为[8(6.00,9.75)]分、(8.13±1.04)分、(9.14±0.73)分均高于对照组学生的评分[5(4.00,7.75)]分、(7.58±1.97)分、(8.73±1.14)分;实验组教师在课程准备情况、教学效果、满意度的评分为[5(4.00,6.00)]分、(9.02±1.95)分、(8.98±1.65)分,均高于对照组教师的评分[3(2.00,4.00)]分、(7.16±1.42)分、(7.64±1.16)分,差异均具有统计学意义(均P<0.05).结论 "看板式"网络服务平台结合传统见习教学方式能够提高教学质量,加强师生交流,提高教学管理的效率.Objective To explore the impact of the "kanban" network platform on the quality of teaching of medical interns. Methods The experimental control method was used in this research. Starting from 2018, Totally two hundred and eight undergraduate senior trainees from 2013 to 2014 five-year clinical medicine majors of Wenzhou Medical University who entered the orthopedics department of the first affiliated hospitals of Wenzhou Medical University in batches from March 2018 to March 2019. Each batch of students who entered the orthopaedic trainee were randomly assigned to the experimental group ( n = 102) and the control group ( n = 106) according to the random number remainder grouping method. Using " kanban"network service platform teaching and traditional trainee teaching respectively. At the end of clinical teaching, clinical skills assessments and theoretical knowledge of orthopedic trainee examinations were taken by the two groups of students. In the semester final exams, the scores of the surgery examinations and the standardized scores of the orthopedics in the surgery examinations were transferred to us and questionnaire surveys were conducted on both students and teachers. Results The orthopedic clinical skills assessment, theoretical assessment scores and finalized surgical examinations of the "kanban" network service platform teaching group (75. 29±4. 23), (88. 13±4. 01),(75. 74±6. 85) respectively were significantly higher than the traditional teaching group ( 72. 20 ± 5. 46), ( 84. 93 ± 3. 83), ( 67. 17 ± 11. 96), respectively, all (P < 0. 01) . The quantitative scores of the questionnaires showed that the scores of the first three questions including the preparation of the curriculum, the teaching effect, and the satisfaction of the " kanban" network service platform group students: [8(6. 00, 9. 75), (8. 13±1. 04), (9. 14±0. 73), respectively, all P<0. 05] were higher than those of the traditional teaching group [ 5 ( 4. 00, 7. 75)], ( 7. 58 ± 1. 97), ( 8. 73 ± 1. 14), respectively. and teachers

关 键 词："看板式"网络服务平台 骨科 教学改革 研究 

分 类 号：R47[医药卫生—护理学]