BOPPPS联合翻转课堂在《诊断学》实践教学中的应用  

Application of BOPPPS Combined With Flipped Classroom in Practice Teaching of Diagnostics

作　　者：魏亚宁[1] 田媛[2] 谭莉莉[3] 瞿海龙[4] 门路 霍燃[1] WEI Yaning;TIAN Yuan;TAN Lili;QU Hailong;MEN Lu;HUO Ran(Department of Oncology,Affiliated Hospital of Hebei University,Baoding Hebei 071000,China;Department of Gastroenterology,Affiliated Hospital of Hebei University,Baoding Hebei 071000,China;Department of Geriatrics,Affiliated Hospital of Hebei University,Baoding Hebei 071000,China;Department of Emergency,Affiliated Hospital of Hebei University,Baoding Hebei 071000,China)

机构地区：[1]河北大学附属医院肿瘤内科,河北保定071000 [2]河北大学附属医院消化内科,河北保定071000 [3]河北大学附属医院老年医学科,河北保定071000 [4]河北大学附属医院急诊科,河北保定071000

出　　处：《中国继续医学教育》2024年第9期100-104,共5页China Continuing Medical Education

基　　金：2023年河北大学附属医院/临床医学院第四批实践教学改革项目(2023Z001)。

摘　　要：目的探讨课程导入、学习目标、预评估、参与式学习、后评估和总结相结合的教学模式(bridge-in,objective/outcome,pre-assessment,participatorylearning,post-assessment,summary,BOPPPS)联合翻转课堂教学模式在《诊断学》临床实践教学中的应用效果。方法选取2020年1月—2022年1月河北大学临床本科生331名,将2020级164名本科生作为对照组,将2021级167名本科生作为观察组,对照组采取传统教学模式,观察组采取BOPPPS联合翻转课堂教学模式,观察比较2组自我导向学习能力、自主学习能力、考核成绩、考核成绩分布情况以及学生对教学方法的满意度情况。结果观察组[(49.26±6.35)分,(49.62±6.35)分,(50.62±5.31)分,(49.58±6.44)分,(48.21±6.54)分]自我导向学习能力评价量表评分较对照组[(47.52±6.25)分,(46.56±6.35)分,(47.62±5.36)分,(46.36±6.32)分,(45.32±6.58)分]有所提高,差异有统计学意义(P<0.05);观察组自主学习能力较对照组有所提高,差异有统计学意义(P<0.05);观察组平时考核成绩、期末考核成绩及考核总成绩均高于对照组,差异有统计学意义(P<0.05);观察组考核总成绩90分及以上学生人数多于对照组,观察组考核成绩优异率较对照组有所提高,差异有统计学意义(P<0.05);观察组学生在增强自主学习能力、提高学习兴趣、增加团队协作精神、培养临床思维能力、提升实践操作水平、提高综合素质及提升人文修养及沟通能力等方面对教学方法的满意度均高于对照组,差异有统计学意义(P<0.05),而在减轻学习负担方面,观察组满意度较对照组低,差异有统计学意义(P<0.05)。结论BOPPPS联合翻转课堂教学模式应用于诊断学临床实践教学中,能够提高学生的自我导向学习方面的能力、自主学习方面的能力、考核成绩,调动学生学习的主动性和积极性,同时提高教学质量。Objective To explore the application effect of BOPPPS combined with flipped classroom teaching mode in clinical practice teaching of diagnostics.Methods A total of 331 clinical undergraduates from January 2020 to January 2022 from Hebei University were selected,164 undergraduates from grade 2020 were selected as the control group,and 167 undergraduates from grade 2021 were selected as the observation group.Traditional teaching mode was adopted in the control group,while BOPPPS combined flipped classroom teaching mode was adopted in the observation group.Then the self-directed learning ability,autonomous learning competence,assessment results,distribution of assessment scores,and students'satisfaction with the teaching methods were compared between two groups.Results The scores of the self-directed learning ability assessment scale in the observation group[(49.26±6.35)points,(49.62±6.35)points,(50.62±5.31)points,(49.58±6.44)points,(48.21±6.54)points]were higher than those in the control group[(47.52±6.25)points,(46.56±6.35)points,(47.62±5.36)points,(46.36±6.32)points,(45.32±6.58)points]and the difference was statistically significant(P<0.05).The autonomous learning ability of the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05).The usual scores,final scores and total scores of the observation group were higher than those of the control group,and the differences were statistically significant(P<0.05).The number of students with a total score of 90 points or above in the observation group was higher than that in the control group,and the excellent score rate in the observation group was higher than that in the control group,the difference was statistically significant(P<0.05).The students in the observation group had higher satisfaction with teaching methods than the control group in enhancing their self-learning ability,improving their learning interest,increasing their teamwork spirit,cultivating their clinical thinking ability,improving

关 键 词：BOPPPS教学模式 翻转课堂 诊断学 自主学习能力 教学实践 教学质量 

分 类 号：G642[文化科学—高等教育学]