摘要
目的 探讨混合教学(blended learning,B-Learning)引导的多学科协作(multi-disciplinary treatment,MDT)教学模式在整形外科临床实习中的应用效果。方法 将2019年1—12月在遵义医科大学附属医院整形外科实习的40名本科实习生,随机分为实验组和对照组,每组20名。实验组采用B-Learning引导的MDT教学模式,对照组采用传统的以授课为主(lecture-based learning,LBL)的教学法联合以病例为主的教学法(case-based learning,CBL)。通过闭卷考试(包括理论考试和病例分析)及问卷调查的形式评价教学效果。结果 闭卷考试结果显示:实验组理论考试成绩为(93.60±2.52)分,对照组为(82.20±2.75)分,两组比较其差异具有统计学意义(t=74.91,P<0.05);实验组病例分析成绩为(91.35±2.50)分,对照组为(80.05±1.93)分,两组比较其差异具有统计学意义(t=63.07,P<0.001)。问卷调查结果显示:实验组问卷调查成绩为(9.20±0.83)分,对照组为(8.45±0.94)分,两组比较差异具有统计学意义(t=7.55,P<0.001)。结论 采用B-Learning引导的MDT教学模式明显提升了整形外科临床实习的教学效果,值得推广应用。
Objective To explore the application and efficacy of multiple disciplinary treatment(MDT) teaching mode guided by blended learning(B-Learning) in clinical practice teaching of plastic surgery. Methods From January to December 2019, 40 undergraduates of clinical medicine who will undergo internships in plastic surgery at the Affiliated Hospital of Zunyi Medical University were enrolled and randomly divided into an experimental group and a control group. Each group contained 20 undergraduates. The MDT teaching mode guided by B-Learning was applied in the experimental group and the traditional teaching methods including Lecture-based learning(LBL)and Case-based learning(CBL) were employed in the control group. The intervention effectiveness was evaluated by closed-book examinations(including theoretical examinations and case analysis) and questionnaire survey. Results The results of closed-book examination showed that the theoretical test score of experimental group was(93.60±2.52) points and the control group was(82.20±2.75) points. The difference between two groups was statistically significant(t=74.91, P<0.05);The case analysis score of experimental group was(91.35±2.50)points and the control group was(80.05±1.93) points. The difference between two groups was statistically significant(t=63.07, P<0.001).The results of the questionnaire survey showed that the score was(9.20±0.83) points in the experimental group and(8.45±0.94) points in the control group. The difference between two groups was statistically significant(t=7.55, P<0.001). Conclusion The MDT teaching mode guided by B-Learning significantly improves the teaching effect of clinical practice of plastic surgery and should be considerable to popularize.
作者
邓呈亮
陈伟
刘志远
常树森
赵洪远
贾常莎
刘衡
聂开瑜
魏在荣
DENG Cheng-liang;CHEN Wei;LIU Zhi-yuan;CHANG Shu-sen;ZHAO Hong-yuan;JIA Chang-sha;LIU Heng;NIE Kai-yu;WEI Zai-rong(Department of Plastic Surgery,Affiliated Hospital of Zunyi Medical University,Zunyi 563003,China)
出处
《中国美容整形外科杂志》
CAS
2020年第11期698-700,I0010,共4页
Chinese Journal of Aesthetic and Plastic Surgery
基金
国家自然科学基金(81660323,81801921)
遵义医学院第一临床学院教育教学改革计划项目(2018010)。
关键词
整形外科
混合教学
LBL
CBL
多学科协作
实习教学
Plastic surgery
Blended learning
LBL
CBL
Multiple disciplinary treatment
Practical teaching
