基于BOPPPS模型的混合式教学在儿科教学中的应用  

Application of Mixed Teaching Based on BOPPPS Model in Pediatric Teaching

作　　者：耿雪静 尹宝慧 周炜 李莉 夏天 孙允霄 曲海燕 刘红 GENG Xuejing;YIN Baohui;ZHOU Wei;LI Li;XIA Tian;SUN Yunxiao;QU Haiyan;LIU Hong(Department of Pediatric,Yantai Affiliated Hospital of Binzhou Medical University,Yantai Shandong 264000,China)

机构地区：[1]滨州医学院烟台附属医院儿科,山东烟台264000

出　　处：《中国继续医学教育》2024年第19期41-45,共5页China Continuing Medical Education

基　　金：滨州医学院2021年教学改革与研究立项项目(JYKTMS2021018)。

摘　　要：目的探讨基于“导入(bridge-in,B)、学习目标(learning objective,O)、前测(pre-test,P)、参与式学习(participatory learning,P)、后测(post assessment,P)、小结(summary,S)”—即BOPPPS模型的混合式教学在儿科见习教学中的应用效果。方法选取2022年9月—2023年1月在滨州医学院烟台附属医院见习的滨州医学院2019级2个班共80名临床医学专业本科生为研究对象,分为对照组及试验组(每组各40名学生),对比2种不同教学模式下学生的实践技能、理论知识和教学满意度,并进行统计分析。结果试验组学生的实践技能评分为(36.88±2.19)分、理论知识评分为(54.52±3.21)分,均高于对照组,差异均有统计学意义(P<0.05)。试验组学生的在对课程内容感兴趣程度(95.00%)、对教师授课形式满意率(90.00%)、对教师知识点汇总梳理情况(97.50%)、临床思维能力培养(92.50%)4个方面的教学满意度评价均优于对照组(75.00%,72.50%,77.50%,72.50%),差异均有统计学意义(P<0.05)。结论采用基于BOPPPS模型的混合式教学在儿科临床见习教学中能促使学生积极主动地学习,提高实践技能、理论知识和教学满意度。Objective To explore the application effect of mixed teaching based on“bridge-in(B),learning-objective(O),pre-test(P),participatory-learning(P),postassessment(P),summary(S)”-namely BOPPPS model in pediatric probation teaching.Methods Clinical medical undergraduates from 2 classes of Binzhou Medical College in 2019(a total of 80 students)who were interned in the Yantai Affiliated Hospital of Binzhou Medical University from September 2022 to January 2023 were selected as the research objects and divided into the control group and the test group(40 students in each group).The practical skills,theoretical knowledge and teaching satisfaction of students under 2 different teaching modes were compared and statistically analyzed.Results The scores of practical skills[(36.88±2.19)points]and theoretical knowledge[(54.52±3.21)points]of the experimental group were higher than those of the control group,and the differences were statistically significant(P<0.05).The teaching satisfaction evaluation of the experimental group students in terms of interest in course content(95.00%),satisfaction rate with teacher teaching format(90.00%),summary and sorting of teacher knowledge points(97.50%),and clinical thinking ability cultivation(92.50%)were all better than those of the control group(75.00%,72.50%,77.50%,72.50%),and the differences were statistically significant(P<0.05).Conclusion The mixed teaching based on BOPPPS model can promote students to learn actively in pediatric clinical probation teaching,improve practical skills,theoretical knowledge and teaching satisfaction.

关 键 词：BOPPPS模型 混合式教学 儿科学 课程思政 岗位胜任力 教学改革 

分 类 号：G642[文化科学—高等教育学]