摘要
目的探讨混合式教学在《临床生物化学检验》本科教学中的作用。方法以本校2017级医学检验技术本科生(134人)为研究对象。采用问卷调查的形式,结合线上、线下数据,对混合式教学成效及意见进行统计分析。采用SPSS 23.0进行秩和检验。结果混合式教学应用于《临床生物化学检验》教学可全方位影响学习效果,使课程成绩从70(64,76)分提升至79(71,85)分,差异有统计学意义(Z=6.69,P<0.001)。结论混合式教学模式、PBL教学和翻转课堂教学手段、形成性评价的联合应用,有利于因材施教和培养学生临床思维能力。
Objective To explore the role of blended learning in the undergraduate teaching of Clinical Biochemistry.Methods The Batch 2017 medical laboratory technology undergraduates(n=134)were selected as research objects,and the effect and opinions of blended learning were statistically analyzed by questionnaire survey and online-offline platform data.SPSS 23.0 was used to conduct rank sum test.Results The application of blended learning in the Clinical Biochemistry teaching affected the learning effect in an all-round way.The average score increased from 70(64,76)to 79(71,85),with statistical difference(Z=6.69,P<0.001).Conclusion The combined application of blended learning,problem-based learning,flipped classroom and formative assessment is conducive to teaching students in accordance with their aptitude and cultivating students'clinical thinking ability.
作者
范家铭
李千音
李伶
周兰
张雪梅
尹一兵
何於娟
张彦
Fan Jiaming;Li Qianyin;Li Ling;Zhou Lan;Zhang Xuemei;Yin Yibing;He Yujuan;Zhang Yan(Teaching and Research Section of Clinical Biochemistry,School of Laboratory Medicine,Chongqing Medical University,Chongqing 400016,China)
出处
《中华医学教育探索杂志》
2022年第7期850-852,共3页
Chinese Journal of Medical Education Research
关键词
临床生物化学检验
混合式教学
PBL教学
翻转课堂
临床思维能力
Clinical Biochemistry
Blended learning
Problem-based learning
Flipped classroom
Clinical thinking ability
