BOPPPS联合TBL教学法在儿科见习中的应用效果  

The Application Effect of BOPPPS Combined With TBL Teaching Method in Pediatric Internships

作　　者：陈秀华[1] 梅梅[1] 孙华威[1] 聂磊[1] 聂晶[1] CHEN Xiuhua;MEI Mei;SUN Huawei;NIE Lei;NIE Jing(Department of Pediatric Medicine,the First Affiliated Hospital of Jiamusi University,Jiamusi Heilongjiang 154002,China)

机构地区：[1]佳木斯大学附属第一医院儿内科,黑龙江佳木斯154002

出　　处：《中国继续医学教育》2023年第22期22-26,共5页China Continuing Medical Education

基　　金：黑龙江省高等教育教学改革一般项目(SJGY20210879)。

摘　　要：目的 分析在儿科见习中应用六步教学法[导言(bridge-in)、学习目标(objective/outcome)、预评估(pre-assessment)、参与(participatory learning)、后测(post-asssessment)、总结(summary),BOPPPS]联合小组合作学习教学法(team-based learning,TBL)的效果。方法 选取佳木斯大学附属第一医院儿内科2020年9月—2022年9月在儿科见习的64名医学生作为探讨对象,以抽签法分为对照组与观察组,每组32名。对照组进行TBL教学法,观察组在对照组的基础上配合BOPPPS教学模式。对比两组的教学成果、学习效能、教学模式评价、教学满意度。结果 教学后观察组方案制定与病例分析分数均高于对照组,差异有统计学意义(P<0.05),理论测试高于对照组但差异无统计学意义(P>0.05)。教学后观察组学习效能各指标分数均低于对照组,差异有统计学意义(P<0.05)。教学后与对照组相比,观察组认为教学模式的督促作用大的人数占比较高;认为教学模式难的人数占比较低;认为教学模式有必要的人数占比较高,差异有统计学意义(P<0.05)。观察组对教师满意度高于对照组,差异有统计学意义(P<0.05)。结论 BOPPPS联合TBL教学法能够提高儿科见习学生的学习效果,学生对此种教学模式的满意度较高。Objective To analyze the six-step teaching method[bridge-in,objective/outcome,pre-assessment,participatory learning,post-asssessment,summary(BOPPPS)]the effect of team-based learning(TBL)teaching method in pediatric probation.Methods A total of 64 medical students from the department of pediatrics medicine of the First Affiliated Hospital of Jiamusi University from September 2020 to September 2022 were selected as the discussion objects,and were divided into control group and observation group by lottery,with 32 students in each group.The control group was taught with TBL teaching method,and the observation group was taught with BOPPPS teaching mode on the basis of the control group.The teaching achievements,learning efficiency,teaching mode evaluation and teaching satisfaction of the two groups were compared.Results After teaching,the scores of scheme formulation and case analysis in the observation group were higher than those in the control group,the difference was statistically significant(P<0.05).The theoretical tests were higher than those in the control group,but there was no significant difference(P>0.05).After teaching,the scores of each index of learning efficiency in the observation group were lower than those in the control group,and the differences were statistically significant(P<0.05).After teaching,compared with the control group,the number of people in the observation group who thought that the teaching mode had a greater role in urging was higher.The proportion of people who thought that learning style was difficult was low.The proportion of students who thought that teaching methods were necessary was high,and the differences were statistically significant(P<0.05).The satisfaction of the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion BOPPPS combined with TBL teaching method can improve the learning efficiency of pediatric trainee students,improve the teaching results,and the students are satisfied with this teachin

关 键 词：儿科 见习 教学模式 六步教学法 小组合作 教学评价 

分 类 号：G642[文化科学—高等教育学]