基于DIKW模型的CBCL教学在临床教师信息化教学能力培训中的应用效果  

Application effect of case-based collaborative learning based on data-information-knowledge-wisdom model in the training of the informatization teaching ability of clinical teachers

作　　者：庄淑梅[1] 周雪莹 靳世梅 陈雁南 朱昕然 屈怡彤 Zhuang Shumei;Zhou Xueying;Jin Shimei;Chen Yannan;Zhu Xinran;Qu Yitong(School of Nursing,Tianjin Medical University,Tianjin 300070,China;Department of Cardiology,Teda International Cardiovascular Hospital,Tianjin 300450,China)

机构地区：[1]天津医科大学护理学院,天津300070 [2]泰达国际心血管病医院心内科,天津300450

出　　处：《中华医学教育探索杂志》2024年第10期1378-1383,共6页Chinese Journal of Medical Education Research

基　　金：天津市一流课程建设项目(202001-07)。

摘　　要：目的探讨基于DIKW(data-information-knowledge-wisdom)模型的案例为基础的整合教学(case-based collaborative learning,CBCL)在临床教师信息化教学能力培训中的应用效果。方法2022年3月至8月选取天津市4所三级甲等医院的71名临床教师作为研究对象。采用随机数字表法将研究对象分为对照组35名和试验组36名。对照组采用线上线下混合式教学的培训,试验组采用基于DIKW模型的CBCL教学的培训。比较两组干预前后的理论知识考核成绩、临床教师信息化教学展示成绩和临床教师信息化教学能力得分。采用SPSS 27.0软件进行t检验和Mann-Whitney U秩和检验。结果干预后,试验组临床教师的信息化教学理论知识考核成绩(83.50±3.11)及展示成绩(84.19±1.89)均高于对照组(P<0.05);对照组临床教师的信息化教学能力总分(74.34±4.08)及各维度得分(15.40±1.19、19.29±1.62、28.54±1.67、11.11±1.79)均高于干预前,试验组临床教师的信息化教学能力总分(83.64±5.25)及各维度得分(16.53±1.21、20.94±1.98、33.03±2.10、13.14±1.48)均高于干预前,且试验组高于对照组,差异均有统计学意义(P<0.05)。结论基于DIKW模型的CBCL教学有助于提升临床教师信息化教学的综合能力。Objective To investigate the application effect of case-based collaborative learning(CBCL)based on data-information-knowledge-wisdom(DKIW)model in the training of the informatization teaching ability of clinical teachers.Methods From March to August in 2022,71 clinical teachers from four grade A tertiary hospitals in Tianjin,China,were selected as subjects and were randomly divided into control group with 35 patients and experimental group with 36 patients using a random number table.The teachers in the control group received blended teaching online and offline,and those in the experimental group received CBCL teaching based on DIKW model.The two groups were compared in terms of theoretical assessment score,informatization teaching demonstration score,and informatization teaching ability score before and after intervention.SPSS 27.0 was used for the t-test and the Mann-Whitney U rank sum test.Results Compared with the control group after intervention,the experimental group had significantly higher scores of theoretical assessment(83.50±3.11)and informatization teaching demonstration(84.19±1.89)(P<0.05).After intervention,the control group had significant increases in the total score of informatization teaching ability(74.34±4.08)and the scores of each dimension(15.40±1.19,19.29±1.62,28.54±1.67,and 11.11±1.79),and the experimental group also had significant increases in the total score of informatization teaching ability(83.64±5.25)and the scores of each dimension(16.53±1.21,20.94±1.98,33.03±2.10,and 13.14±1.48);the experimental group had significantly higher scores than the control group(P<0.05).Conclusions The CBCL teaching model based on DIKW model can help to improve the comprehensive informatization teaching ability of clinical teachers.

关 键 词：DIKW模型 以案例为基础整合式教学 临床教师 信息化教学能力 

分 类 号：R-05[医药卫生]