基于课程内容重塑的混合式教学在《妇产科学》一流课程建设中的应用研究  

Application of blended teaching based on curriculum content reshaping in the construction of first-class"obstetrics and gynecology"course

作　　者：周宇涵 樊伍峰 周静然 Zhou Yuhan;Fan Wufeng;Zhou Jingran(Department of Reproductive Medicine,Xiangyang No.1 People's Hospital Affiliated to Hubei University of Medicine,Xiangyang 441000,China;Basic Gynecology Department of Xiangyang Municipal Health Commission,Xiangyang 441000,China;Teaching Affairs Office,Xiangyang No.1 People's Hospital Affiliated to Hubei University of Medicine,Xiangyang 441000,China)

机构地区：[1]湖北医药学院附属襄阳市第一人民医院生殖医学科,襄阳441000 [2]襄阳市卫生健康委基妇科,襄阳441000 [3]湖北医药学院附属襄阳市第一人民医院教学办,襄阳441000

出　　处：《中华医学教育探索杂志》2024年第12期1660-1665,共6页Chinese Journal of Medical Education Research

基　　金：湖北省卫生健康委临床医学教育教学改革研究项目(HBJG-220020);湖北省教育厅科研计划项目(B2021448);湖北医药学院教研项目(2021038)。

摘　　要：目的在《妇产科学》一流课程建设树立课程新理念,推进课程改革创新,建设具有高阶性、创新性和挑战度的高质量课程,提升学生自主学习和深度学习能力。方法选取湖北医药学院附属襄阳市第一人民医院2019级本科生共120名作为研究对象,随机分为3组,每组40人,分别采用课程重塑+线上线下混合教学(A组)、线上线下教学(B组)和传统教学(C组)进行课堂组织实施,评估3种教学方法的教学效果。采用SPSS 23.0进行方差分析和t检验。结果3组学生考核成绩差异有统计学意义,A组理论考试、操作规范、沟通能力、团队协作的得分均高于B组和C组,B组高于C组;问卷调查显示,A组学生中有38名学生(95.00%)认为学习兴趣提升,31名学生(77.50%)认为学习主动性提高,可以积极主动地参与到教学查房中去,37名学生(92.50%)认为理论与实践结合的能力增强,30名学生(75.00%)认为临床思维能力增强。3组教学效果差异有统计学意义,A组教学态度、教学内容和教学方法、教学效果、综合印象得分均高于B组和C组,B组高于C组。结论通过《妇产科学》一流课程建设,推进教学组织形式、学习方式和管理模式的改革创新,能够更有效、更全面地对学生的临床分析能力和深度学习能力进行培养,符合当代高素质医生培养的理念。ObjectiveTo establish a new curriculum concept in the construction of the first-class"obstetrics and gynecology"course,promote curriculum reform and innovation,build high-quality courses with high order,innovation,and challenge,and enhance students'self-learning and deep learning abilities.MethodsA total of 120 undergraduate students in Xiangyang No.1 People's Hospital Affiliated to Hubei University of Medicine enrolled in 2019 were selected as research subjects.They were randomly divided into three groups of 40 students each.Classroom organization and implementation were carried out using curriculum reshaping+blended online and offline teaching(Group A),online and offline teaching(Group B),and traditional teaching(Group C).The teaching effects of the three teaching methods were evaluated.SPSS 23.0 was used for analysis of variance and t test.ResultsThe three groups of students showed significant differences in assessment scores;Group A scored higher in theoretical exams,operational norms,communication skills,and team collaboration than Group B and Group C,while Group B scored higher than Group C.A questionnaire survey showed that 38(95.00%)students in Group A believed that their interest in learning increased,31(77.50%)students believed that their learning initiative increased and they could actively participate in teaching rounds,37(92.50%)students believed that their ability to combine theory with practice increased,and 30(75.00%)students believed that their clinical thinking ability was enhanced.The three groups showed significant differences in teaching effect;Group A demonstrated higher scores in teaching attitude,teaching content and methods,teaching effect,and overall impression than Group B and Group C,while Group B showed higher scores than Group C.ConclusionsThe construction of first-class"obstetrics and gynecology"course has promoted the reform and innovation of teaching organization,learning methods,and management models,which enables more effective and comprehensive cultivation of students'clinical

关 键 词：课程重塑 教学模式 一流课程 

分 类 号：R320.31[医药卫生—人体解剖和组织胚胎学]