多媒体结合案例情境教学方式在临床检验基础教学中的应用效果  

Application effect of multimedia combined with case-based situational teaching method in teaching of clinical laboratory tests basis

作　　者：张仕华[1] 戈宏焱 Zhang Shihua;Ge Hongyan(Department of Clinical Laboratory,Inner Mongolia Forestry General Hospital,the Second Clinical Medical College of Inner Mongolia University for Nationalities,Yakeshi 022150,Inner Mongolia Autonomous Region,China;Medical College,Inner Mongolia University for Nationalities,Tongliao 028000,Inner Mongolia Autonomous Region,China)

机构地区：[1]内蒙古林业总医院,内蒙古民族大学第二临床医学院检验科,内蒙古自治区牙克石022150 [2]内蒙古民族大学医学院,内蒙古自治区通辽028000

出　　处：《实用检验医师杂志》2021年第4期229-232,共4页Chinese Journal of Clinical Pathologist

摘　　要：目的探讨多媒体结合案例情境教学方式在临床检验基础教学中的应用效果。方法选择内蒙古民族大学第二临床医学院2017级1班、2班和2018级1班的146名医学检验技术本科生作为研究对象,分别作为案例情境教学组(2017级1班,56名,采用案例情境教学方法)、多媒体教学组(2017级2班,47名,采用多媒体教学方法)、多媒体结合案例情境教学组(2018级1班,43名,采用多媒体结合案例情境教学方法)。比较各组学生临床检验基础课程结业考试成绩,以及对教学质量的评价得分。结果多媒体结合案例情境教学组在结业考试中总成绩、理论成绩和技能成绩均高于案例情境教学组和多媒体教学组〔总成绩(分):83.33±7.67比76.32±9.16、75.43±9.89,理论成绩(分):49.65±5.05比44.96±6.01、44.23±5.87,技能成绩(分):33.67±2.94比31.39±4.10、31.19±4.34〕,3组间比较差异均有统计学意义(均P<0.05)。采用不同教学方式3组学生在激发形态学学习兴趣(F=6.180,P=0.004)、提升学习效果(F=6.440,P=0.003)和教学满意度评价(F=5.661,P=0.006)方面比较差异均有统计学意义;组间两两比较,多媒体结合案例情境教学组的更深入理解和记忆得分明显高于案例情境教学组(分:2.89±0.96比2.13±0.99,P<0.05),激发形态学学习兴趣得分明显高于案例情境教学组和多媒体教学组(分:3.44±0.62比2.53±1.06、3.14±0.88,均P<0.05)。结论多媒体结合案例情境教学不仅能明显提高学生的临床检验基础课程成绩,还能加深学生对形态学知识的理解记忆,激发学习兴趣,值得在以后的教学工作中推广。Objective To discuss the application effect of multimedia combined with case-based situational teaching method in teaching of clinical laboratory tests basis.Methods A total of 146 medical laboratory technology undergraduates from the Second Clinical Medical College of Inner Mongolia University for Nationalities in Class 1 and Class 2 of Grade 2017 and Class 1 of Grade 2018 were selected as the research objects.They were divided into 3 groups,such as case-situational teaching group(Class 1 of Grade 2017,56 students,using case-situational teaching method),multimedia teaching group(Class 2 of Grade 2017,47 students,using multimedia teaching method)and multimedia combined with case-situational teaching group(Class 1 of Grade 2018,43 students,using multimedia combined with case-situational teaching method).The results of the final examination of clinical laboratory tests basis and the evaluation scores of teaching quality of two groups were compared.Results The total score,theoretical score and skill score of multimedia combined with case-situational teaching group were higher than those of case-situational teaching group and multimedia teaching group(total score:83.33±7.67 vs.76.32±9.16,75.43±9.89,theoretical score:49.65±5.05 vs.44.96±6.01,44.23±5.87,skill score:33.67±2.94 vs.31.39±4.10,31.19±4.34),there were significant differences among the three groups(all P<0.05).Using different teaching methods,there were significant differences among the three groups in stimulating morphological learning interest(F=6.180,P=0.004),improving learning effect(F=6.440,P=0.003)and teaching satisfaction evaluation(F=5.661,P=0.006).Comparing the two groups,the score of deeper understanding and memory in the multimedia combined with case-situational teaching group was higher than that in case-situational teaching group(2.89±0.96 vs.2.13±0.99,P<0.05),and the score of stimulating morphological learning interest was higher than those in case-situational teaching group and multimedia teaching group(3.44±0.62 vs.2.53±1.06,3.14�

关 键 词：多媒体结合案例情境教学 临床检验基础 效果评价 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]