基于岗位胜任力的CBL法教学在研究生课程中的应用与实践  

Application and practice of post competency-based CBL method teaching in graduate students curricula

作　　者：晁灵[1] 赵香梅[1] 梁海燕[1] 梁真真 李玉春[1] 宋杰 CHAO Ling;ZHAO Xiangmei;LIANG Haiyan;LIANG Zhenzhen;LI Yuchun;SONG Jie(School of Public Health,Xinxiang Medical University,Xinxiang,He′nan 453003,China)

机构地区：[1]新乡医学院公共卫生学院,河南新乡453003

出　　处：《医学动物防制》2024年第4期406-409,共4页Journal of Medical Pest Control

基　　金：河南省高等教育教学改革研究与实践项目(2021SJGLX188Y);河南省研究生教育优质课项目(HNYJS2020KC21);河南省教育科学规划课题(2022YB0156);2022年河南省专创融合特色示范课程(2023ZCRH088)。

摘　　要：目的了解岗位胜任力为导向的案例教学(case-based learning,CBL)法教学在研究生课程中的教学应用效果及满意度评价,探讨其在研究生教学中的应用价值。方法以河南省某医学院校2022级全日制医学研究生为研究对象,于2022年09月—2022年12月分别对公共卫生专业和临床医学专业研究生采用基于岗位胜任力的CBL法教学以及传统线上教学,并对不同教学方法授课满意程度及教学效果进行评价。结果两组学生对CBL法教学总体满意度稍低于传统线上教学,差异无统计学意义(Z=-0.475,P>0.05)。各分项满意度如课程时间安排、设计形式、难易程度等两组学生,差异无统计学意义(Z=-0.365、-0.998、-0.506,P>0.05);教学效果方面CBL法教学平均成绩为(88.89±3.20)分,传统线上教学平均成绩为(85.80±6.65)分,差异有统计学意义(t=2.231,P=0.029)。结论采用岗位胜任力为导向的CBL法教学能够提高学生学习成绩,有助于培养学生解决实际问题的能力。Objective To understand the teaching application effect and satisfaction evaluation of post-competency-oriented case-based learning(CBL)method in graduate students curricula,and to explore the application value in graduate students teaching.Methods Taking the 2022 full-time medical graduate students of a medical school in Henan Province as the research object,post competency-based CBL method teaching and traditional online teaching were adopted for graduate students of public health major and clinical medicine major from September 2022 to December 2022,respectively,and the satisfaction degree of different teaching methods and the effectiveness of teaching were evaluated.Results The overall satisfaction with CBL method teaching was slightly lower than that of traditional online teaching,and the difference was not statistically significant(Z=-0.475,P>0.05).There was no statistically significant difference between the two groups of students in various sub-items of satisfaction satisfaction degree,such as course schedule,design form,and difficulty level(Z=-0.365,-0.998,-0.506,P>0.05).In terms of teaching effectiveness,the average result score for CBL method teaching was 88.89±3.20,while the average result score for traditional online learning was(85.80±6.65),the difference was statistically significant(t=2.231,P=0.029).Conclusion The use of post-competency-oriented CBL teaching can improve students′academic performance and contribute to cultivating students′ability to solve practical problems.

关 键 词：岗位胜任力 案例教学 公共卫生 教学模式 形成性评价 

分 类 号：R4[医药卫生—临床医学]