BOPPPS联合TBL教学法应用于儿科教学中的效果研究  

The Effect of BOPPPS Combined With TBL Teaching Method on Pediatric Medical Students

作　　者：林雅明[1] 杨晓晶[2,3] LIN Yaming;YANG Xiaojing(Department of Teaching,the First Affiliated Hospital of Xiamen University,Xiamen Fujian 361003,China;Department of Pediatrics,the First Affiliated Hospital of Xiamen University,Xiamen Fujian 361003,China;Department of Quality Management,the First Affiliated Hospital of Xiamen University,Xiamen Fujian 361003,China)

机构地区：[1]厦门大学附属第一医院教学部,福建厦门361003 [2]厦门大学附属第一医院儿科,福建厦门361003 [3]厦门大学附属第一医院质量管理部,福建厦门361003

出　　处：《中国继续医学教育》2023年第21期81-85,共5页China Continuing Medical Education

摘　　要：目的分析BOPPPS[导入(bridge-in,b)、目标(objective,o)、预评价(pre-assessment,p)、参与式学习(participatory,p)、后评价(po-stassessment,p)、总结(summary,s)]联合以团队为基础的教学法(team-based learning,TBL)对儿科医学生考核成绩、临床核心能力与教学满意情况的影响。方法选取厦门大学附属第一医院2021年1月—2022年12月的80名儿科医学生,将其中的40名采用传统教学和管理模式的医学生设为对照组,另外40名采用BOPPPS联合TBL教学法的医学生设为试验组,对比两组教学前后考核成绩(理论考核和操作技能考核)、临床核心能力(自学能力、学习兴趣、临床实践能力、临床思维能力)改善情况与教学满意情况(课程内容满意度、教学内容实用性满意度、学生适应性满意度、教学效果的即时性、教学效果的持续性)。结果教学后,试验组理论考核、操作技能考核评分高于对照组,差异有统计学意义(P<0.05)。教学后,试验组自学能力、学习兴趣、临床实践能力、临床思维能力等临床核心能力评分高于对照组,差异有统计学意义(P<0.05)。结论BOPPPS联合TBL教学法更有利于提升儿科医学生考核成绩、临床核心能力与教学满意度。Objective To analyze the effect of introduction[bridge-in(b),objective(o),pre-assessment(p),participatory Learning(p),post-assessment(p),po-stassessment(p),summary(s)]combined with team-based learning(TBL)on the examination results,clinical core competence and teaching satisfaction of pediatric medical students.Methods A total of 80 pediatric medical students from the First Affiliated Hospital of Xiamen University from January 2021 to December 2022 were selected,a total of 40 students who used traditional teaching and management mode as the reference group,and the other 40 students who used BOPPPS combined with TBL teaching mode as the experimental group.The assessment results before and after teaching were compared between the two groups(theoretical assessment and operational skills assessment),the improvement of clinical core competence(self-study ability,learning interest,clinical practice ability,and clinical thinking ability)and teaching satisfaction(satisfaction with course content,satisfaction with the practicality of teaching content,satisfaction with students'adaptability,timeliness of teaching effect,and sustainability of teaching effect).Results After teaching,the scores of theoretical assessment and operational skill assessment of the experimental group were higher than those of the control group,the differences were statistically significant(P<0.05).After teaching,the scores of self-study ability,learning interest,clinical practice ability,clinical thinking ability and other clinical core abilities of the experimental group were higher than those of the control group,with statistical significances(P<0.05).Conclusion The teaching mode of BOPPPS combined with TBL is more conducive to improving the examination results,clinical core competence and teaching satisfaction of pediatric medical students.

关 键 词：BOPPPS TBL 教学模式 儿科医学生 考核成绩 临床核心能力 教学满意度 

分 类 号：G642[文化科学—高等教育学]