融入评价的POEC教学模式在皮肤性病学教学中的应用  

Application of Evaluation-Integrated POEC Teaching Model in Dermatology and Venereology

作　　者：刘倩[1] 李聪颖[1] 肖露 罗富琴 LIU Qian;LI Congying;XIAO Lu;LUO Fuqin(Department of Dermatology,the Second Affiliated Hospital of Chongqing Medical University,Chongqing 400010,China)

机构地区：[1]重庆医科大学附属第二医院皮肤科,重庆400010

出　　处：《中国继续医学教育》2024年第16期141-145,共5页China Continuing Medical Education

摘　　要：目的 探讨在皮肤性病学教学过程中应用融入评价的预测-观察-解释-比较(predict-observe-explaincompare,POEC)教学模式的效果。方法 选取2019年1月-2020年12月的重庆医科大学附属第二医院皮肤科的126例临床医学专业学生作为研究对象,按照随机数表法分为对照组与观察组,每组各63名。对照组采用常规模式开展教学;观察组采用融入评价的POEC教学模式进行教学,比较2组学生的理论知识考核评分以及实践考核评分、教学评价、教学满意度。结果 教学前,2组学生理论知识考核评分以及实践考核评分比较,差异无统计学意义(P> 0.05);教学后,观察组理论知识考核评分为(94.36±1.24)分,实践考核评分为(94.36±2.12)分,高于对照组的(88.21±1.56)分、(85.45±1.92)分,差异有统计学意义(P <0.001)。教学后,观察组的学习积极率为95.24%,高于对照组的79.37%,差异有统计学意义(P <0.05)。教学后,观察组学习难度降低评分为(88.54±2.34)分,学习效率提升评分为(92.62±2.24)分,注重理论和实践结合的评分为(91.12±2.14)分,高于对照组的(81.56±2.22)分、(83.21±3.13)分、(81.51±3.13)分,差异有统计学意义(P <0.001)。教学后,观察组的教学满意度为96.83%,高于对照组的79.37%,差异有统计学意义(P <0.05)。结论 在实施皮肤性病学教学时,采用融入评价的POEC教学模式,能够有效提高学生的学习成绩,激发学生的学习积极性,提升教学满意度,进而提升皮肤性病学的教学质量。Objective To investigate the effectiveness of the predict-observe-explain-compare(POEC)teaching model,integrated with evaluation in dermatology and venereology education.Methods A total of 126 clinical medical students in the dermatology department of the Second Affiliated Hospital of Chongqing Medical University from January 2019 to December 2020 were selected as the study objects,and were divided into control group and observation group according to random number table method,with 63 students in each group.The control group was taught with conventional mode.The observation group was taught with the POEC teaching mode integrated with evaluation,and the theoretical knowledge assessment score,practice assessment score,teaching evaluation,teaching satisfaction were compared.Results There was no statistically significant difference in theoretical knowledge and practice assessment score between the two groups before the teaching(P>0.05).After teaching,the scores of theoretical knowledge and practice assessment in the observation group were(94.36±1.24)points and(94.36±2.12)points,which were higher than(88.21±1.56)points and(85.45±1.92)points of the control group,and the differences were statistically significant(P<0.001).After teaching,the active learning rate of the observation group was 95.24%,higher than79.37%of the control group,and the difference was statistically significant(P<0.05).After teaching,the observation group scored(88.54±2.34)points for reducing learning difficulty,(92.62±2.24)points for improving learning efficiency,and(91.12±2.14)points for attaching importance to the combination of theory and practice,were higher than(81.56±2.22)points,(83.21±3.13)points and(81.51±3.13)points of control group,and the differences were statistically significant(P<0.001).After teaching,the teaching satisfaction of the observation group was 96.83%,higher than 79.37%of the control group,the difference was statistically significant(P<0.05).Conclusion In the implementation of dermatology and venereology teaching

关 键 词：融入评价 POEC教学模式 皮肤性病学 学习积极性 理论知识考核 教学满意度 

分 类 号：G642[文化科学—高等教育学]