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作 者:刘莹[1] 王玲玲[1] 李海霞[1] 程文[1] 张艳华[1] 郑秀兰[1] LIU Ying;WANG Lingling;LI Haixia;CHENG Wen;ZHANG Yanhua;ZHENG Xiulan(Department of Ultrasound,Harbin Medical University Cancer Hospital,Heilongjiang Province,Harbin,150080,China)
机构地区:[1]哈尔滨医科大学附属肿瘤医院超声科,黑龙江哈尔滨150080
出 处:《中国医药导报》2021年第28期79-82,共4页China Medical Herald
基 金:黑龙江省教育科学“十四五”规划重点课题(GJB1421266)。
摘 要:目的探讨“微课+翻转课堂”在超声诊断教学中的应用价值。方法选取2020年1月至2021年1月于哈尔滨医科大学附属肿瘤医院超声科轮转的哈尔滨医科大学2017级影像医学与核医学专业的80名本科学生,采用随机数字表法将其分为观察组(传统教学)和对照组(微课+翻转课堂),每组40名。课程结束后,比较两组的理论知识考核成绩、操作技能考核成绩及对教学的满意度。课前课后采用加利福尼亚批判性思维量表评价两组批判性思维倾向,比较评估结果。结果课程结束后,观察组理论知识考核成绩、操作技能考核各项成绩及总分、满意度均高于对照组,差异有统计学意义(P<0.05)。课程结束后,两组加利福尼亚批判性思维量表各维度评分及总分均高于课程开始前,且观察组高于对照组,差异有统计学意义(P<0.05)。结论“微课+翻转课堂”在超声诊断教学中不仅可以提升学生的批判性思维能力,而且还可以有效提高教学质量和学生的满意度。Objective To explore the application value of“micro class+flipped classroom”in ultrasonic diagnosis teaching.Methods Eighty Grade 2017 undergraduate students majoring in imaging medicine and nuclear medicine of Harbin Medical University and practicing in Department of Ultrasound,Harbin Medical University Cancer Hospital from January 2020 to January 2021 were selected and divided into observation group(traditional teaching)and control group(micro class+flipped class)by random number table method,with 40 students in each group.At the end of the course,the results of theoretical knowledge assessment,operational skills assessment,and teaching satisfaction of the two groups were compared.Before and after the course,the California critical thinking scale was used to evaluate the two groups of critical thinking tendencies,and the assessment results were compared.Results After the course,the theoretical knowledge assessment scores,operational skills assessment scores and total scores,and satisfaction of the observation group were higher than those of the control group,with statistically significant differences(P<0.05).At the end of the course,the scores and total scores of all dimensions of the California critical thinking scale in both groups were higher than before the course,and the observation group was higher than the control group,the differences were statistically significant(P<0.05).Conclusion The application of“micro class+flipped classroom”in ultrasonic diagnosis teaching can not only improve students’critical thinking ability,but also effectively improve the teaching quality and students’satisfaction.
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