基于SPOC的TBL+翻转课堂混合式教学模式在麻醉实践教学中的应用与探索  

Application and exploration of SPOC-based mixed teaching mode of TBL+flipped classroom in practical teaching of anesthesiology

作　　者：薛沙 范晓英[1] 耿智隆 于婷 郑仲磊 苏玉强[1] XUE Sha;FAN Xiaoying;GENG Zhilong;YU Ting;ZHENG Zhonglei;SU Yuqiang(Anesthesiology Department,the Second Affiliated Hospital of Xi'an Medical University/the Second Clinical Medical College of Xi'an Medical University,Xi'an 710038,China;Teaching Department,the Second Affiliated Hospital of Xi'an Medical University/the Second Clinical Medical College of Xi'an Medical University,Xi'an 710038,China)

机构地区：[1]西安医学院第二附属医院/西安医学院第二临床医学院麻醉科,陕西西安710038 [2]西安医学院第二附属医院/西安医学院第二临床医学院教学科,陕西西安710038

出　　处：《临床医学研究与实践》2023年第31期190-194,共5页Clinical Research and Practice

基　　金：2020年度西安医学院教育教学改革研究项目(No.2020JG-13);西安医学院第四批校级重点学科遴选项目(西医发〔2019〕96号)。

摘　　要：目的探讨基于小规模限制性在线课程(SPOC)的以团队为基础的学习(TBL)+翻转课堂混合式教学模式在麻醉实践教学中的应用效果。方法选取西安医学院2017、2018级麻醉专业共236名本科生为研究对象进行教学,按照年级将其分为对照组(2017级)与试验组(2018级),每组118人。对照组采用传统教学方法,试验组采用基于SPOC的TBL+翻转课堂混合式教学模式。比较两组的理论知识考核成绩、病例模拟演练考核成绩和学习成效评价得分,进行教学效果评价。结果试验组的课后理论知识考核成绩、病例模拟演练考核成绩均高于对照组,差异具有统计学意义(P<0.01)。试验组的学习成效各条目得分均高于对照组,差异具有统计学意义(P<0.05)。结论基于SPOC的TBL+翻转课堂混合式教学模式能显著提高学生的理论知识与实践操作考核成绩,获得了学生较高的评价;但是基于不同的学情特点,也有基础较为薄弱的学生反馈在学习的过程中存在较大的困难,且备课过程对教师提出了更高地要求。如何利用该教学方法引导学生将理论知识应用于实践,仍然需要进一步探索。Objective To explore the application effect of small private online course(SPOC)-based mixed teaching mode of team-based learning(TBL)+flipped classroom in practical teaching of anesthesiology.Methods A total of 236 undergraduates majoring in anesthesiology in grade 2017 and 2018 of Xi'an Medical University were selected as the research objects.According to the grade,the undergraduates were divided into control group(grade 2017)and experimental group(grade 2018),with 118 students in each group.The control group adopted the traditional teaching method,and the experimental group adopted the SPOC-based mixed teaching mode of TBL+flipped classroom.The scores of theoretical knowledge assessment,case simulation exercise assessment and learning effectiveness evaluation were compared between the two groups,and the teaching effect was evaluated.Results The scores of after-school theoretical knowledge assessment and case simulation exercise assessment in the experimental group were higher than those in the control group,and the differences were statistically significant(P<0.01).The scores of each item of learning effectiveness evaluation in the experimental group were higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion The SPOC-based mixed teaching mode of TBL+flipped classroom can significantly improve students'theoretical knowledge and practical operation assessment results,and obtain higher evaluation from students.However,based on different learning characteristics,there are also students with weak foundation who have great difficulties in the process of learning feedback,and the preparation process puts forward higher requirements for teachers.How to use this teaching method to guide students to apply theoretical knowledge to practice still needs further exploration.

关 键 词：小规模限制性在线课程 翻转课堂 混合式教学 教学改革 

分 类 号：G642[文化科学—高等教育学]