基于OBE理念的角色扮演情境法在诊断学实验教学中的应用  

Application of role-playing scenario method based on OBE conceptin diagnostic experiment teaching

作　　者：耿旭 陈培培 陈天平 汤阳 黄宇理 阮怀玉 GENG Xu;CHEN Peipei;CHEN Tianping;TANG Yang;HUANG Yuli;RUAN Huaiyu(Department of Cardiology,the First Affiliated Hospital of Bengbu Medical University,Bengbu 233004,China;Department of Radiotherapy,the First Affiliated Hospital of Bengbu Medical University,Bengbu 233004,China)

机构地区：[1]蚌埠医科大学第一附属医院心血管内科,蚌埠233004 [2]蚌埠医科大学第一附属医院放疗科,蚌埠233004

出　　处：《华夏医学》2024年第6期194-199,共6页Acta Medicinae Sinica

基　　金：安徽省2022年度高等学校省级质量工程教学研究重点项目(2022jyxm1012);蚌埠医学院2021年校级质量工程教学研究重点项目(2021fyjyxm06)。

摘　　要：本文主要探讨基于OBE理念的角色扮演情境法在诊断学实验教学中的应用效果。选择蚌埠医科大学临床医学专业三年级110名学生,分为研究组(n=54)和对照组(n=56)。研究组采用基于OBE理念的角色扮演情境法,对照组采用传统方法,比较两组诊断实验报告成绩及实验考核总成绩,通过问卷调查获取学生对教学方法的评价以及自我评价。结果显示,研究组实验报告成绩及实验考核总成绩均高于对照组,差异有统计学意义(P<0.05);调查结果显示,两组具有清晰学习目标的学生比例无统计学差异(P>0.05),认为课后主动学习技能及自我认可的学生比例无统计学差异(P>0.05);研究组中认为教师示范时间过长的学生比例较高(P<0.05);调查结果还显示,研究组自我评价考试操作能力及人文关怀能力达到中高等水平学生比例高于对照组(P<0.05)。得出结论,基于OBE理念的角色扮演情境法提高诊断学实验成绩,而且研究组更多学生自我评价其操作能力和人文关怀能力达到中高等水平。This paper mainly discusses the application effect of the role-playing scenario method based on the outcome-based education(OBE)concept in the experimental teaching of diagnostics.110 junior clinical medicine students in Bengbu Medical University were selected and divided into the study group(n=54)and the control group(n=56).The students in the study group were received the role-playing scenario method based on the concept of OBE,while the students in the control group were received the traditional method.The scores of the diagnostic experiment report and the total scores of the experimental examination between the two groups were compared, andthe students′ evaluation of the teaching method and self-evaluation were obtained through a questionnaire survey. Thescores of the diagnostic experiment report and the total scores of the experimental examination in the study group werehigher than those of the control group (P<0.05). There was no difference between the two groups in the proportion ofstudents with clear learning goals (P>0.05), and there was no difference in the proportion of students with activelearning skills and self-recognition after class (P>0.05). The study group considered that the proportion of studentswhose teacher′s demonstration time was too long (P<0.05). The proportion of students who believed that teachers′demonstration time was too long was relatively high. The students in the results of survey also showed that theproportion of students in the study group who reached the middle and higher level of self-evaluation test operationability and humanistic care ability was higher than that in the control group(P <0.05). The role-playing scenariomethod based on the OBE concept improves the performance of diagnostic experiments. The students in the researchgroup thinks that the teacher′s demonstration time is too long and hopes to reserve more time for practice. Moreover,more students in the research group self evaluate their operational and humanistic care abilities to reach a medium tohigh le

关 键 词：诊断学 实验教学 成果导向教育 角色扮演情境法 

分 类 号：G642.4[文化科学—高等教育学]