BOPPPS联合场景教学模式在老年医学临床教学中的应用——以糖尿病为例  

Application of BOPPPS with Scenario Teaching Model in Geriatric Medicine Clinical Teaching--Taking Diabetes as an Example

作　　者：张薇薇 刘炯炯 朱晨[2] 梅家威 汪正喜 李乾明 ZHANG Weiwei;LIU Jiongjiong;ZHU Chen;MEI Jiawei;WANG Zhengxi;LI Qianming(Department of International Medical Care,the First Affiliated Hospital of University of Science and Technology of China(Anhui Provincial Hospital),Hefei 230001,China;Department of Orthopaedics,the First Affiliated Hospital of University of Science and Technology of China(Anhui Provincial Hospital),Hefei 230001,China)

机构地区：[1]中国科学技术大学附属第一医院(安徽省立医院)国际医疗部,安徽合肥230001 [2]中国科学技术大学附属第一医院(安徽省立医院)骨科,安徽合肥230001

出　　处：《安徽医学》2024年第8期1039-1043,共5页Anhui Medical Journal

基　　金：安徽省级质量工程项目(编号:2021jyxm1790);中国科学技术大学校级质量工程项目(编号:2021xjyxm146)。

摘　　要：目的探究BOPPPS联合场景教学模式在老年医学教学中的实际效果。方法纳入2022年1月至2023年7月于中国科学技术大学附属第一医院(安徽省立医院)进行住院医师规范化培训的80名规培医师作为研究对象。通过随机数字表法将所有受试医师分为传统教学组(n=40)与联合教学组(n=40)。传统教学组采取传统教学方式授课,联合教学组采取BOPPPS联合场景教学模式授课。通过年终考核、自主学习量表、问卷调查等形式,比较两组的教学效果。结果两组规培医师的一般资料比较,差异无统计学意义(P>0.05)。在年终考核的相关指标中,联合教学组的理论成绩(40.68±4.40)分,操作成绩(43.45±3.24)分与总成绩(84.13±5.11)分均高于传统教学组,差异无统计学意义(P>0.05)。通过“自主学习量表”衡量两组规培医师的自主学习能力,联合教学组在学习意识、学习方法、学习行动、学习交流、总分等几个维度上的得分优于传统教学组,差异有统计学意义(P<0.05)。问卷调查中的学习兴趣与疾病认知两个方面,联合教学组的满意度均高于传统教学组,差异有统计学意义(P<0.05)。结论相较于传统教学模式,BOPPPS联合场景教学模式可以提高老年医学教学的实际效果。Objective To investigate the practical effects of the BOPPPS combined with scenario teaching model in geriatric medical education.Methods The 80 resident physicians who underwent standardized training from January 2022 to July 2023 at the First Affiliated Hospital of University of Science and Technology of China(Anhui Provincial Hospital)were included as subjects for the study.These physicians were randomly assigned into two groups:traditional teaching group(40 participants)and combined teaching group(40 participants)using the random number table method.The traditional teaching group received instruction through conventional teaching methods,while the combined teaching group received instruction using the BOPPPS combined scenario teaching model.The teaching effectiveness of the two groups was compared using end-of-year assessments,self-directed learning scales,and questionnaire surveys.Results There were no significant statistical differences in the general characteristics of the two groups.In terms of end-of-year assessments indicators,the combined teaching group showed higher theoretical scores(40.68±4.40),practical scores(43.45±3.24),and total scores(84.13±5.11)compared to the traditional teaching group.The combined teaching group also outperformed the traditional teaching group in self-directed learning ability,as measured by the"self-directed learning scale,"in dimensions such as learning awareness(48.88±3.78),learning methods(49.33±3.16),learning actions(49.73±4.03),learning communication(50.40±4.64),and total score(247.33±9.12),with a statistically significant difference(P<0.05).In the questionnaire survey,the combined teaching group exhibited higher satisfaction in terms of learning interest and disease recognition compared to the traditional teaching group,with a statistically significant difference(P<0.05)."Combined Teaching Model Feedback Form"demonstrated that the combined teaching model can stimulate interest in self-directed learning,enhance the ability to solve clinical problems independent

关 键 词：BOPPPS教学 场景教学 老年医学 临床教学 

分 类 号：R-4[医药卫生] C975[经济管理—劳动经济]