混合式教学在骨科教学中的应用  

Application of Blended Learning in Orthopedic Teaching

作　　者：王玮[1] 蒋博翔 哈巴西·卡肯[1] 王利[1] WANG Wei;JIANG Boxiang;Habaxi Kaken;WANG Li(Department of Joint Surgery,People's Hospital of Xinjiang Uygur Autonomous Region,Urumqi Xinjiang 830001,China)

机构地区：[1]新疆维吾尔自治区人民医院关节外科,新疆乌鲁木齐830001

出　　处：《中国继续医学教育》2025年第2期97-101,共5页China Continuing Medical Education

基　　金：石河子大学医学院本科教育教学改革研究立项项目(YXYJG2024042)。

摘　　要：目的探究骨科教学中采取混合式教学的效果及对学生学习兴趣的影响。方法选择2020年1月—2021年12月在新疆维吾尔自治区人民医院骨科中心关节外科实习的110名学生为研究,其中2020年1—12月实习的55名学生为对照组,2021年1—12月实习的55名学生为观察组,对照组采用传统教学模式,观察组采取混合式教学,对比2组学生考核成绩、教学效果评价、教学满意度。结果在考核成绩方面,出科时观察组学生理论[(81.26±4.67)分]、实操[(72.29±6.63)分]及综合实践能力[(30.03±0.62)分]得分均高于对照组[(78.64±5.02)分、(68.23±7.12)分、(28.69±0.54)分],差异有统计学意义(P<0.05);在教学效果评价方面,观察组学生在提高学习兴趣(98.18%)、便于掌握知识(100%)、增强学习积极性(98.18%)、提高问题分析及解决能力(96.36%)、拓展临床诊治思维(96.36%)方面均高于对照组(81.82%、87.27%、83.64%、81.82%、80.00%),差异有统计学意义(P<0.05);在教学满意度上,观察组对于教学方法(92.73%)、教学管理(94.55%)、带教老师能力(96.36%)的满意度均高于对照组(76.36%、78.18%、81.82%),差异有统计学意义(P<0.05)。结论骨科教学中采取混合式教学效果较好,可激发学生学习兴趣,提高综合实践能力。Objective To explore the effect of blended learning in orthopedic teaching and its influence on students'learning interest.Methods A total of 110 students who practiced joint surgery in the orthopedic center of the People's Hospital of Xinjiang Uygur Autonomous Region from January 2020 to December 2021 were selected as the study.A total of 55 students who practiced from January to December 2020 were selected as the control group,and 55 students who practiced from January to December 2021 were selected as the observation group.The traditional teaching mode was adopted in the control group.Blended learning was adopted by the observation group,and the assessment results,teaching effect evaluation and teaching satisfaction of the students in the two groups were compared.Results In terms of assessment scores,the observation group had higher theoretical[(81.26±4.67)points],practical[(72.29±6.63)points],and comprehensive practical ability[(30.03±0.62)points]scores than the control group[(78.64±5.02)points,(68.23±7.12)points,and(28.69±0.54)points]at the time of graduation,with statistical significance(P<0.05).In terms of teaching effectiveness evaluation,the observation group students were significantly higher than the control group(81.82%,87.27%,83.64%,81.82%,80.00%)in improving learning interest(98.18%),facilitating knowledge acquisition(100%),enhancing learning motivation(98.18%),improving problem analysis and solving abilities(96.36%),and expanding clinical diagnosis and treatment thinking(96.36%),with statistical significance(P<0.05).In terms of teaching satisfaction,the observation group had higher satisfaction with teaching methods(92.73%),teaching management(94.55%),and the ability of teaching teachers(96.36%)than the control group(76.36%,78.18%,81.82%),and the differences were statistically significant(P<0.05).Conclusion The application of blended learning in orthopedic education has a definite effect,which can stimulate students'interest in learning and improve their comprehensive practical abilities.

关 键 词：骨科教学 混合式教学 考核成绩 教学满意度 学习兴趣 积极性 

分 类 号：G642[文化科学—高等教育学]