SPOC结合CBL教学法在核医学教学中的应用  

Application of SPOC Combined With CBL Teaching Method in Nuclear Medicine Teaching

作　　者：邱娟[1] 季芳[2] 刘晟[2] 覃娴[3] QIU Juan;JI Fang;LIU Sheng;QIN Xian(Department of Nuclear Medicine,the Third Xiangya Hospital,Central South University,Changsha Hunan 410013,China;Office of Imaging Medicine and Nuclear Medicine Teaching Affairs,the Third Xiangya Hospital,Central South University,Changsha Hunan 410013,China;Department of Gynaecology,the Third Xiangya Hospital,Central South University,Changsha Hunan 410013,China)

机构地区：[1]中南大学湘雅三医院核医学科,湖南长沙410013 [2]中南大学湘雅三医院影像医学与核医学教研室,湖南长沙410013 [3]中南大学湘雅三医院妇科,湖南长沙410013

出　　处：《中国继续医学教育》2025年第2期92-96,共5页China Continuing Medical Education

摘　　要：目的探讨采用小规模限制性在线课程(small private online course,SPOC)结合案例教学法(case-based learning,CBL)在本科生核医学教学中的效果。方法选取2022年9—12月秋季中南大学湘雅医学院选取核医学为选修课的2019级五年制临床医学本科生30名及其他专业(2019级法医学及2019级基础医学)学生30名为研究对象。按随机抽签法分为2组:研究组30名学生,采用SPOC结合CBL教学法进行授课;对照组30名学生,按传统教学法进行授课。比较2组学生教学效果和教学满意度。结果研究组学生总成绩高于对照组[(84.77±5.01)分vs.(81.77±6.16)分],差异有统计学意义(P<0.05),其中阅片分析、临床应用题得分高于对照组[(13.80±4.20)分vs.(10.87±4.61)分、(16.73±6.16)分vs.(13.53±5.58)分],差异有统计学意义(P<0.05);但2组名词解释、问答题和选择题(客观题、平时成绩)比较,差异无统计学意义(P>0.05)。2组学生教学满意度比较:研究组学习兴趣、临床思维、师生交流评分均高于对照组[(3.50±1.20)分vs.(2.90±1.16)分、(3.83±1.05)分vs.(3.20±1.16)分、(3.97±0.93)分vs.(3.40±0.97)分],差异有统计学意义(P<0.05);2组自学能力、学习讨论合作方面评分比较,差异无统计学意义(P>0.05)。结论SPOC结合CBL教学法有利于激发学生的学习兴趣和主动性,提高学习成绩和阅片和临床应用能力,有助于培养临床应用思维,促进师生交流,提高学习效率。Objective To explore the application effect of small private online course(SPOC)combined with casebased learning(CBL)teaching method in nuclear medicine theory teaching for medical undergraduates.Methods A total of 60 undergraduates including 30 majoring in clinical medicine,30 majoring in forensic medicine and basic medincine in 2022 autum were selected and divided into research group and control group by random drawing,with 30 cases in each group.The research group was taught with SPOC combined with CBL teaching method,and the control group was taught with the traditional nuclear medicine teaching mode.The teaching effect and satisfaction of the two groups were compared.Results The total scores of the students in the research group was higher than those in the control group[(84.77±5.01)points vs.(81.77±6.16)points],and the difference was statistically significant(P<0.05).Among them,the scores of film reading analysis and clinical application questions in the research group were higher than those in the control group[(13.80±4.20)points vs.(10.87±4.61)points,(16.73±6.16)points vs.(13.53±5.58)points],and the differences were statistically significant(P<0.05).However,there was no significant difference between the two groups in terms of noun interpretation,essay question and multiple choice question(objective question and ordinary score)(P>0.05).In terms of teaching satisfaction,the scores of the research group students in learning interest,clinical thinking and teacher-student communication were all higher than those of the control group[(3.50±1.20)points vs.(2.90±1.16)points,(3.83±1.05)points vs.(3.20±1.16)points,(3.97±0.93)points vs.(3.40±0.97)points],and the differences were statistically significant(P<0.05).However,there were no statistically significant difference in the scores of self-study ability and learning discussion cooperation between the two groups(P>0.05).Conclusion SPOC combined with CBL teaching methods can stimulate students'enthusiasm and interests in active learning,and significantl

关 键 词：小规模限制性在线课程 案例教学法 核医学 教学模式 本科教育 网络教学 

分 类 号：G642[文化科学—高等教育学]