医工融合下“融合式教学”促进课程建设的研究及应用价值  

Research and Application Value of“Integrated Teaching”Under the Integration of Medical and Industry in Promoting Curriculum Construction

作　　者：赵添羽 郝利国[1] 彭瑶 李靖宇[1] 刘雅楠[1] ZHAO Tianyu;HAO Liguo;PENG Yao;LI Jingyu;LIU Yanan(School of Medical Technology,Qiqihar Medical University,Qiqihar Heilongjiang 161006,China)

机构地区：[1]齐齐哈尔医学院医学技术学院,黑龙江齐齐哈尔161006

出　　处：《中国继续医学教育》2024年第19期92-96,共5页China Continuing Medical Education

基　　金：齐齐哈尔医学院2023年教育科学研究项目(QYJY20230103)。

摘　　要：目的研究医工融合下“融合式教学”促进课程建设的应用价值。方法选取2022年9月—2023年7月齐齐哈尔医学院医学技术学院2020级生物医学工程1班的26名学生以及2021级生物医学工程1班的24名学生作为研究对象,将2021级生物医学工程1班的24名学生设为试验组,实行医工融合下“融合式教学”;将2020级生物医学工程1班的26名学生设为对照组,实行传统教学法。比较2组的教学考核成绩(形成性考核、终结性考核)、教学反馈情况(教学专业性、结合度、丰富性、创新性、实用性)、教学总满意度。结果试验组项目理论分析中的原理分析[(9.37±0.49)分]、提炼知识点[(4.76±0.19)分]、小组讨论评分[(1.91±0.08)分]及课程思政测评评分[(2.86±0.11)分]、虚拟仿真实验评分[(18.59±0.77)分]、形成性考核总分[(37.51±2.16)分]、终结性考核评分[(56.37±3.14)分]、最终成绩[(95.16±3.84)分]高于对照组[(8.13±0.69)分、(4.11±0.31)分、(0.95±0.31)分、(2.17±0.31)分、(16.11±1.15)分、(31.17±3.64)分、(50.67±4.11)分、(82.67±4.18)分],差异均有统计学意义(P<0.001)。试验组教学反馈评分中的专业性[(19.11±0.59)分]、结合度[(19.36±0.35)分]、丰富性[(19.18±0.52)分]、创新性[(19.29±0.39)分]、实用性评分[(19.42±0.31)分]及总评分[(96.85±3.17)分]高于对照组[(18.53±0.51)分、(18.11±0.57)分、(17.31±0.49)分、(17.19±0.61)分、(17.09±0.57)分、(88.11±3.54)分],差异有统计学意义(P<0.05)。试验组的教学总满意度为95.83%,高于对照组的69.23%,差异有统计学意义(P<0.05)。结论与传统教学相比,医工融合下“融合式教学”更具应用价值,能够实现内容延展,优化教学模式,提升教学质量,促进教学课程与信息技术的融合。Objective To study the application value of“integrative teaching”under the integration of medical and industry in promoting curriculum construction.Methods A total of 26 students from class 1 of grade 2020 of biomedical engineering and 24 students from class 1 of grade 2021 of biomedical engineering from the School of Medical Technology of Qiqihar Medical University from September 2022 to July 2023 were selected as the research objects,and 24 students from class 1 of grade 2021 of biomedical engineering were set as the experimental group,and“integrative teaching”under the integration of medical industry was implemented.A total of 26 students from class 1 of biomedical engineering in grade 2020 were set as the control group,and the traditional teaching method was implemented.The results of teaching assessment(formative assessment,final assessment),teaching feedback(teaching professionalism,integration,richness,innovation,practicability)and the degree of total teaching satisfaction of the two groups were compared.Results The scores of the project theoretical analysis such as principle analysis[(9.37±0.49)points],knowledge point extraction[(4.76±0.19)points],group discussion[(1.91±0.08)points],curriculum ideological and political evaluation[(2.86±0.11)points],virtual simulation experiment[(18.59±0.77)points],the total score of formative assessment[(37.51±2.16)points],the final assessment score[(56.37±3.14)points]and the final score[(95.16±3.84)points]of the experimental group were higher than those of the control group[(8.13±0.69)points,(4.11±0.31)points,(0.95±0.31)points,(2.17±0.31)points,(16.11±1.15)points,(31.17±3.64)points,(50.67±4.11)points,(82.67±4.18)points],the differences were statistically significant(P<0.001).The teaching feedback scores such as professionalism[(19.11±0.59)points],integration[(19.36±0.35)points],richness[(19.18±0.52)points],innovation[(19.29±0.39)points],practicability[(19.42±0.31)points]and total score[(96.85±3.17)points]of the experimental group was higher

关 键 词：医工融合 融合式教学 传统教学 课程建设 教学考核 教学反馈 

分 类 号：G642[文化科学—高等教育学]