微课结合PBL教学法在泌尿外科临床实习中的应用研究  

Application of Micro-lecture Combined With PBL Teaching Method in Clinical Practice of Urology

作　　者：刘校吾[1] 张哲[1] 孔垂泽[1] LIU Xiaowu;ZHANG Zhe;KONG Chuize(Department of Urology,The First Affiliated Hospital of China Medical University,Shenyang Liaoning 110001,China)

机构地区：[1]中国医科大学附属第一医院泌尿外科

出　　处：《中国继续医学教育》2019年第35期34-36,共3页China Continuing Medical Education

基　　金：辽宁省自然科学基金项目(2013021066)

摘　　要：目的探究微课结合以问题为导向的教学方法(PBL)在泌尿外科临床实习中的研究与应用。方法将进入到泌尿外科临床实习阶段的128名中国医科大学临床医学专业本科学生作为研究对象,随机分为两组。实验组(64人)采用微课结合PBL的教学方式,对照组(64人)采用传统的教学方式。授课结束后通过理论知识测试,实践技能操作考核及学习效果满意度问卷调查,比较两种教学方法的实际效果。结果实验组学生的理论测试,技能考核及学习满意度均高于对照组,差异有统计学意义(P <0.05)。结论将微课结合PBL教学法应用到泌尿外科临床实习的教学中,能够激励学生学习的主动性和积极性,提升学生的学习成绩,得到更好的学习满意度,从而提升教学的质量。Objective To Explore the research and application of microlecture combined with PBL teaching method in clinical practice of urology.Methods 128 clinical students of China Medical University who entered the clinical practice stage of urology were chosen and randomly divided into two groups.The experimental group(64 cases) used the micro-lecture combined with the PBL teaching method,and the control group(64 cases) adopted the traditional teaching method.After the lecture,the theoretical knowledge test,practical skill operation assessment and learning effect satisfaction questionnaire survey were conducted to compare the actual effects of the two teaching methods.Results The theoretical test,skill assessment and learning satisfaction of the students in the experimental group were significantly higher than those in the control group,and the difference was statistically significant(P < 0.05).Conclusion Using microlecture combined with the PBL teaching method in clinical practice of urology can motivate the initiative and enthusiasm of students to learn,improve their academic performance,and obtain better learning satisfaction,thus improve the quality of teaching.

关 键 词：微课 PBL 教学方法 泌尿外科 临床实习 满意度 

分 类 号：G642[文化科学—高等教育学]