BOPPPS模式联合微课在传染病见习隔离防护教学中的应用  

Application of the BOPPPS Model Combined with Micro-lessons in Infectious Disease Practical Training on Isolation and Protection

作　　者：罗红雨[1] 彭峰[1] 许允[1] 李异[1] 何艳[1] 马静[1] Luo Hongyu;Peng Feng;Xu Yun;Li Yi;He Yan;Ma Jing(Department of Infectious Diseases,Xiangya Hospital,Central South University,Changsha 410011,Hunan,China)

机构地区：[1]中南大学湘雅二医院,湖南长沙410008

出　　处：《中国高等医学教育》2023年第10期80-81,90,共3页China Higher Medical Education

基　　金：湖南省普通高等学校教学改革研究项目(HNJG-2020-0069,HNJG-2021-0321)。

摘　　要：目的:探讨BOPPPS联合微课教学模式在传染病见习隔离防护教学中的应用。方法:选取中南大学湘雅二医院临床医学生为研究对象,分试验组和对照组,试验组学生采用BOPPPS课堂教学+技能微课+技能操作课,对照组学生采用传统课堂讲授+技能操作课,课程结束后问卷调查、理论考试和技能考核。结果:试验组学生的理论考试及两个月后OSCE站点技能考核成绩均优于对照组学生。结论:在传染病见习隔离防护教学中,BOPPPS模式联合微课实施效果优于传统教学模式。Objective:To explore the application of the BOPPPS model combined with micro-lessons in infectious disease practical training on isolation and protection.Methods:Clinical medical students from Xiangya Hospital,Central South University,were selected as the research subjects and divided into an experimental group and a control group.The experimental group received BOPPPS classroom teaching+skill micro-lessons+skill operation classes,while the control group received traditional classroom teaching+skill operation classes.After the course,a questionnaire survey,theoretical examination,and skills assessment were conducted.Results:The experimental group's performance in the theoretical examination and OSCE skills assessment two months later was superior to that of the control group.Conclusion:In infectious disease practical training on isolation and protection,the BOPPPS model combined with micro-lessons is more effective than traditional teaching methods.

关 键 词：BOPPPS模式 微课 传染病见习 隔离防护 

分 类 号：G642[文化科学—高等教育学]