线上线下联合教学结合视频反馈教学法在诊断学教学中的应用  

Application of Online and Offline Combined With Video Feedback Teaching Mode in Diagnostics Teaching

作　　者：杨振誉[1] 谢珊 马可嘉 刘少俊[1] YANG Zhenyu;XIE Shan;MA kejia;LIU Shaojun(Department of Gastroenterology,the Third Xiangya Hospital of Central South University,Changsha Hunan 410013,China;School of Preschool Education,Yiyang Normal College,Yiyang Hunan 413000,China)

机构地区：[1]中南大学湘雅三医院消化内科,湖南长沙410013 [2]益阳师范高等专科学校学前教育学院,湖南益阳413000

出　　处：《中国继续医学教育》2024年第12期96-100,共5页China Continuing Medical Education

摘　　要：目的探讨线上线下联合教学结合视频反馈教学法在诊断学教学中的应用效果。方法选取2022年2—8月中南大学湘雅三医院2019级五年制临床医学专业的136名学生作为研究对象,随机分配68名学生采用线上线下联合教学模式,设为线上线下联合组,其中34名学生进行视频反馈,为线上线下联合视频反馈组;其余不进行视频反馈,为线上线下联合未视频反馈组。另外的68名学生采用传统教学模式,设为传统教学组,其中34名学生进行视频反馈,为传统教学视频反馈组;其余不进行视频反馈,为传统教学未视频反馈组。所有学生由同医院同教师授课,比较各组学生的理论和实践技能考核总成绩。结果线上线下联合组学生的操作成绩[(39.11±7.14)分]和总成绩[(75.67±4.47)分]高于传统教学组学生[(31.58±6.02)分、(67.70±5.87)分],差异有统计学意义(P<0.05)。视频反馈组学生的操作成绩[(36.93±6.30)分]和总成绩[(73.24±4.63)分]均高于未视频反馈组[(33.86±7.16)分、(70.33±6.21)分],差异有统计学意义(P<0.05)。细分各组学生成绩发现,各组学生理论成绩比较,差异无统计学意义(P>0.05);各组之间学生的操作成绩和总成绩比较差异有统计学意义(P<0.05)。线上线下联合视频反馈组学生成绩最好,其次为线上线下联合未视频反馈组,然后为传统教学视频反馈组再次,传统教学未视频反馈组最低。结论线上线下联合教学结合视频反馈教学法能提高学生的物理诊断学成绩,激发学生学习兴趣,提高自主学习能力,具有良好的教学效果。Objective To explore the application effect of online and offline combined with video feedback teaching methods in diagnostics teaching.Methods A total of 136 students majoring in clinical medicine from the Third Xiangya Hospital of Central South University from february to august in 2022 were selected as the research subjects.A total of 68 students were randomly assigned to adopt an online and offline combined teaching mode,forming the online and offline combined group.Among them,34 students provided video feedback,forming the online and offline combined with video feedback group.The rest did not receive video feedback,and forming the online and offline combined with non video feedback group.Another 68 students adopted traditional teaching methods and were assigned to the traditional teaching group,and 34 students provided video feedback,forming the traditional teaching video feedback group.The rest did not receive video feedback and belong to the traditional teaching combined with non video feedback group.All students were taught with the same hospital and teachers,and the total scores of theoretical and practical skills assessments for each group of students were compared.Results The operational scores[(39.11±7.14)points]and the total scores[(75.67±4.47)points]of students in the online and offline combined group were higher than those of students in the traditional teaching group[(31.58±6.02)points and(67.70±5.87)points],and the differences were statistically significant(P<0.05).The operational scores[(36.93±6.30)points]and total scores[(73.24±4.63)points]of the students in the video feedback group were higher than those in the non video feedback group[(33.86±7.16)points and(70.33±6.21)points],with statistical significance(P<0.05).By subdividing the academic performance of each group of students,it was found that there were no statistically significant difference in the theoretical performance of each group of students(P>0.05).There were statistically significant differences in the operational and tota

关 键 词：线上线下联合教学法 传统教学法 诊断 诊断学教学 视频反馈 体格检查 

分 类 号：G642[文化科学—高等教育学]