基于虚拟仿真+CBL+TBL的混合式教学在“医学形态学实验”中的应用  

Application of blended teaching mode based on virtual simulation+CBL+TBL in medical morphology experiment

作　　者：王敏[1] 任银祥[1] 谷弘[1] 王毅君[1] 于红娟[1] 马岚[1] Wang Min;Ren Yinxiang;Gu Hong;Wang Yijun;Yu Hongjuan;Ma Lan(Experimental Teaching Center of Basic Medicine,School of Basic Medical Science,Lanzhou University,Lanzhou 730030,China)

机构地区：[1]兰州大学基础医学院基础医学实验教学中心,兰州730030

出　　处：《中国医学教育技术》2021年第1期128-132,共5页China Medical Education Technology

基　　金：兰州大学教学研究项目(201905);兰州大学实验技术创新基金项目(201417);甘肃省青年科技基金项目(145RJYA 248)。

摘　　要：目的探讨虚拟仿真实验项目与CBL及TBL相结合的混合式教学方法在“医学形态学实验”教学中的应用效果。方法以2016级和2017级选课学生为研究对象,随机分为对照组和实验组,对照组采用传统教学方法,实验组采用混合式教学方法,分别进行“医学形态学实验”教学;课程结束后,对学生进行问卷调查及综合考核,比较两种方法的教学效果。结果实验组学生的综合考核成绩显著高于对照组(P<0.05);问卷调查显示,实验组学生对混合式教学方法满意度较高(P<0.05)。结论在“医学形态学实验”教学中,混合式教学的教学效果明显优于传统教学方法。Objective To discuss the application effects of blended teaching combining vir-tual simulation experiment,CBL teaching and TBL teaching in medical morphology experiment.Methods Medical undergraduates enrolled in 2016 and 2017 were selected and divided into the con-trol group and the experimental group.During the teaching of medical morphology experiment,traditional teaching method was given to the control group,while the experimental group adopted blended teaching method.When the course was finished,questionnaire survey and comprehensive exam were given to students to make comparison of the effect of each teaching method.Results Scores of the comprehensive exam in the experimental group were significantly higher than those in the control group(P<0.05).According to the questionnaire survey,students in the experi-mental group showed higher satisfaction to blended teaching method(P<0.05).Conclusion Bl-ended teaching performs better than traditional teaching in medical morphology experiment.

关 键 词：混合式教学 虚拟仿真实验 CBL教学 TBL教学 “形态学实验” 

分 类 号：G434[文化科学—教育技术学] G642.0[文化科学—高等教育学]