基于辨析式教学课程思政效果评估的混合方法研究  

Evaluation on political and virtuous teaching effect of discussion and argumentative method using mixed method research:Taking public health emergercy response course as example

作　　者：赵晶 李芳健 ZHAO Jing;LI Fangjian(Department of Preventive Medicine,School of Public Health,Guangzhou Medical University,Guangzhou 511436,China)

机构地区：[1]广州医科大学公共卫生学院预防医学系,广东广州511436

出　　处：《医学教育研究与实践》2023年第6期685-690,共6页Medical Education Research and Practice

基　　金：广州市教育科学规划课题(202113699)。

摘　　要：目的通过混合式研究方法综合评价讨论辨析式思政教学模式的效果。方法研究纳入广州医科大学临床医学专业2019级8个本科生班级,采用分层整群随机对照试验、半结构式焦点小组访谈和社会实践满意度调查,比较干预组和对照组在教学、思政和社会实践方面的情况。结果在分层整群随机对照试验中,两组课前3天的知识得分无显著差异;课后5天,干预组的总体知识得分显著高于对照组(73.8 vs.54.5,t=11.507,P<0.05)。其中,干预组和对照组的课内知识得分分别提升18.6分和11.1分(t=5.182,P<0.05);两组的课外知识得分分别提升18.1分和3.6分(t=8.575,P<0.05)。关于思政效果,干预组的专业志向、职业道德责任感和专业认同率(χ^(2)=17.011,22.458和5.423,P<0.05)高于对照组。焦点小组访谈结果提示,所有8位访谈者认为公卫突发事件课对医学生非常重要,干预组一半(2/4)访谈者认为小组辨析隐含哲学思考,能有效激发职业精神和责任感。两组大班各有1位访谈者(1/2)认为课堂互动机会较少。此外,干预组18名学生和对照组3名学生的假期社会实践自行组织了突发公共卫生事件相关科普活动。结论讨论辨析式思政教学模式的教学和思政效果比单纯案例思政教学效果更佳,有助于提升医学生专业情怀和专业信仰,增强职业认同感,并且通过社会实践辐射社会人群。然而,在大班教学中需增加更多的互动方式以改善思政教学体验与效果。Objective To comprehensively evaluate the effect of discussion and argumentative method in political and virtuous teaching using mixed method research.Method In total,8 classes of 2019 batch in Clinical Medicine program of Guangzhou Medical University were enrolled in the research.Stratified cluster randomized controlled trial(RCT),semi-structured focus group,and social activities survey were used to compare the teaching,political and virtuous awareness,and social involvement effect.Results In the RCT,the knowledge scores(3 days before class)of two groups were the same.Five days after the class,the total knowledge score was higher in intervention group(IG)than control group(CG)(73.8 vs.54.5,t=11.507,P<0.05).Among the knowledge score,curricular knowledge score improved 18.6 and 11.1 in the two groups(t=5.182,P<0.05)while extra-curricular knowledge score improved 18.1 and 3.6(t=8.575,P<0.05).Regarding political and virtuous awareness,professional aspirations,professional ethics and responsibility,as well as professional identity rates were higher in IG than CG(χ^(2)=17.011,22.458 and 5.423,P<0.05).Focus group interview showed that all 8 interviewees agreed that public health emergency response course was important for medical students.Two of the four interviewees from IG thought discussion and argument by teams advocated philosophical thinking and developed professionalism and commitments.One interviewee(1/2)from the large class of both two groups suggested that interactive opportunities were limited.In addition,18 students from IG and 3 students from CG organized health literacy activities about public health emergency response during their holidays.Conclusion Discussion and argumentative method in political and virtuous teaching is better to improve professional sentiment,professional belief,and professional identity than case discussion alone.The students social activities extended the teaching effect on community population.Also,more interactive activities should be considered to improve large-class teaching e

关 键 词：讨论辨析式 混合式研究 思政效果评估 

分 类 号：G642[文化科学—高等教育学]