多元化教学方法在医学高等专科检验技术专业微生物学检验课程中的应用  

Application of Diversified Teaching Methods in Microbiology Examination Course of Laboratory Technology Specialty of Medical College

作　　者：李睿[1] 李翔 时黎明 LI Rui;LI Xiang;SHI Liming(Heze Medical College,Heze,Shandong Province,274000 China;Yantai Yuhuangding Hospital,Yantai,Shandong Province,264000 China)

机构地区：[1]菏泽医学专科学校,山东菏泽274000 [2]烟台毓璜顶医院,山东烟台264000

出　　处：《中国卫生产业》2023年第22期24-28,共5页China Health Industry

摘　　要：目的分析多元化教学方法在医学高专检验技术专业微生物学检验课程中的应用价值。方法选取2021年7月—2023年7月菏泽医学专科学校检验技术专业80名接受微生物学检验课程的医学生为研究对象。2021年7月—2022年7月40名医学生为对照组,接受常规教学;2022年8月—2023年7月40名医学生为观察组,接受多元化教学[案名式教学法(case-based learning,CBL)为主体的课前示教导学、问题导向式教学法(problem-based learning,PBL)为主体的课中沟通、情景模拟教学法为主体的阶段性实操训练],比较两组学习素养评分、职业素养评分、期末理论与实践考核得分、教学满意度差异。结果研究开始前,两组医学生之间的学习素养评分(问题解决能力、学习韧性、自主学习能力)、职业素养评分(团队合作能力、辩证思维、就职信念)比较,差异无统计学意义(P均>0.05);研究结束后,观察组的学习素养评分、职业素养评分均高于对照组,差异有统计学意义(P均<0.05);期末考核时,观察组的理论考核得分、实践考核得分均高于对照组,差异有统计学意义(P均<0.05);观察组的教学满意度高于对照组,差异有统计学意义(P<0.05)。结论多元化教学有助于提高医学高专检验技术专业微生物学检验课程的教学实效性,让医学生的学习素养、职业素养和教学满意度进一步提升。Objective To analyze the application value of diversified teaching methods in microbiology examination course of laboratory technology major in medical college.Methods 80 medical students in laboratory technology major of Heze Medical College from July 2021 to July 2023 who accepted microbiology laboratory course were selected as the research objects.From July 2021 to July 2022,40 medical students served as the control group and received routine teaching;From August 2022 to July 2023,40 medical students were the observation group.Accept diversified teaching[pre-class teaching with case-based learning(CBL)as the main body,in-class communication with problem-based learning(PBL)as the main body,and phased practical training with situational simulation teaching method as the main body],The differences of learning literacy score,professional literacy score,final theory and practice test score and teaching satisfaction were compared between the two groups.Results Before the study began,there was no statistical significance in the scores of learning literacy(problem solving ability,learning resilience,independent learning ability)and professional literacy(teamwork ability,dialectical thinking,job belief)between the two groups of medical students(both P>0.05).After the study,the scores of learning literacy and professional literacy in the observation group were higher than those in the control group,and the differences were statistically significant(both P<0.05).At the end of the examination,the theoretical and practical examination scores of the observation group were higher than those of the control group,and the differences were statistically significant(both P<0.05).The teaching satisfaction of the observation group was higher than that of the control group,the difference was statistically significant(P<0.05).Conclusion Diversified teaching is helpful to improve the teaching effectiveness of microbiology laboratory courses for laboratory technology majors in medical colleges,and further improve the learning quality,p

关 键 词：多元化教学 医学高等专科 检验技术专业 微生物学检验 

分 类 号：R7[医药卫生—临床医学]