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作 者:陈丽[1] 唐美香[1] 窦晓云 兰慧媛 刘琼[1] CHEN Li;TANG Mei-xiang;DOU Xiao-yun;LAN Hui-yuan;LIU Qiong(Department of Rheumatology and Immunology,the First Affiliated Hospital of Guangxi Medical University,Nanning,Guangxi,530021 China)
机构地区:[1]广西医科大学第一附属医院风湿免疫科
出 处:《中国卫生产业》2019年第35期134-136,共3页China Health Industry
摘 要:目的完善专科翻转课堂的教学过程及教学效果评价。方法用翻转课堂即课前预习、临床案例观摩、小组讨论、护理实施、归纳总结、课后网络反馈交流的教学方法进行临床带教,通过网络调查评价教学效果。结果发放调查问卷214份,收回问卷190份,其中翻转课堂组119份,传统教学组71份。翻转课堂组vs传统教学组好评率分别为:①总体教学效果90%vs 79%;②临床护理能力提高92%vs 87%;③自主学习能力提高89%vs 78%;④沟通能力提高85%vs 80%;⑤组织激励效果92%vs 83%;⑥学习氛围82%vs 69%;⑦教学互动98%vs 69%;⑧知识掌握91%vs 79%,两组调查问卷无一选择D(差)选项。结论风湿免疫科护理教学用翻转课堂教学优于传统教学方法,而总体教学效果、自主学习能力、学习氛围、教学互动等方面更受学生欢迎。Objective To improve the teaching process and evaluation of teaching effects in the college flipping classroom.Methods The teaching method of pre-study,pre-class study,clinical case observation,group discussion,nursing implementation,induction summary,and after-school network feedback communication was carried out in the classroom,and the teaching effect was evaluated through network survey.Results 214 questionnaires were issued and 190 questionnaires were returned,including 119 inversion classes and 71 in traditional teaching groups.The favorable rate of the traditional teaching group of the flipping classroom group was:1.the overall teaching effect was 90%vs 79%;2.the clinical nursing ability was increased by 92%vs 87%;3.the independent learning ability was increased by 89%vs 78%;4.the communication ability was improved 85%vs 80%;5.organizational incentive effect 92%vs 83%;6.learning atmosphere 82%vs 69%;7.teaching interaction 98%vs 69%;8.knowledge master 91%vs 79%,no match D for both groups of questionnaires(poor)option.Conclusion The teaching of flipping classroom in rheumatology and immunology is better than traditional teaching methods,and the overall teaching effect,self-learning ability,learning atmosphere and teaching interaction are more popular among students.
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