基于OBE理论的BOPPPS教学模式在内分泌科临床实习生带教中的应用  

Application of BOPPPS Teaching Model Based on OBE Theory in the Teaching of Clinical Interns in Department of Endocrinology

作　　者：孔颖宏[1] 居悦俊 KONG Yinghong;JU Yuejun(Department of Endocrinology,Changshu Second People's Hospital,Changshu,Jiangsu Province,215500 China)

机构地区：[1]常熟市第二人民医院内分泌科,江苏常熟215500

出　　处：《中国卫生产业》2023年第13期27-30,42,共5页China Health Industry

摘　　要：目的探讨基于成果导向教育(outcome-based education,OBE)理论的“课程引入、目标、前测、参与学习、后测、总结”(bridge-in,objectives,preassessment,participatory learning,postassessment and summary,BOPPPS)教学模式在内分泌科临床实习生带教中的应用效果。方法选取2021年1月—2022年6月期间在常熟市第二人民医院内分泌科实习的临床医学本科生66名为研究对象。按随机数表法分为观察组和对照组,各33名。对照组采用传统教学方法带教,观察组采取基于OBE理论的BOPPPS教学模式的临床教学。比较两组实习生在带教结束后的临床综合能力、临床思维能力以及实习生对临床带教的满意度。结果带教结束后观察组的理论考核成绩、实践考核成绩及临床综合能力评分均显著高于对照组,差异有统计学意义(P<0.05)。带教结束后观察组的评判思维能力、逻辑能力、分析能力以及解决问题能力得分均显著高于对照组,差异有统计学意义(P<0.05)。带教后观察组对临床带教过程的总满意度为96.97%,显著高于对照组的78.79%,差异有统计学意义(P<0.05)。结论在内分泌科临床带教过程中实施基于OBE理论的BOPPPS教学模式的教学内容,能够提升实习生的临床综合能力和临床思维能力,同时也能够提高实习生对临床带教的满意度。Objective Exploring the application effect of the"bridge in,objectives,assessment,participant learning,postassessment and summary"(BOPPPS)teaching model based on the theory of outcome based education(OBE)in the teaching of clinical interns in endocrinology.Methods 66 clinical medical undergraduate students who interned in the Endocrinology Department of Changshu Second People's Hospital from January 2021 to June 2022 were selected as the research subjects.Divide into an observation group and a control group according to the random number table method,with 33 members in each group.The control group was taught using traditional teaching methods,while the observation group was taught using the clinical teaching mode of BOPPPS based on OBE theory.Compare the clinical comprehensive abilities,clinical thinking abilities,and the satisfaction of interns with clinical teaching between two groups of interns after the end of teaching.Results After teaching,the theoretical assessment scores,practical assessment scores,and clinical comprehensive ability scores of the observation group were significantly higher than those of the control group,the difference was statistically significant(P<0.05).After teaching,the observation group had significantly higher scores in critical thinking ability,logical ability,analytical ability,and problem-solving ability than the control group,the difference was statistically significant(P<0.05).The overall satisfaction of the observation group with the clinical teaching process after teaching was 96.97%,which was significantly higher than 78.79%in the control group,the difference was statistically significant(P<0.05).Conclusion The implementation of the BOPPPS teaching model based on OBE theory in the clinical teaching process of endocrinology can improve the clinical comprehensive ability and clinical thinking ability of interns,and also improve their satisfaction with clinical teaching.

关 键 词：OBE BOPPPS 内分泌科 临床带教 实习生 

分 类 号：R19[医药卫生—卫生事业管理]