多模式教学法在超声诊断学见习教学中的应用

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英文篇名：The Effect of Multi-mode Teaching Method in Probation Period of Clinical Ultrasonography 作者：姜岚 ; 朱梅 ; 彭娟 ; 陈洪艳 英文作者：JIANG Lan;ZHU Mei;PENG Juan;CHEN Hongyan;Department of Ultrasound, The First Affiliated Hospital of Kunming Medical University; 关键词：超声诊断学 ; 见习 ; 教学方法 ; 多模式 ; 多媒体教学 ; 讲授教学 ; 情境教学 ; 案例式教学 英文关键词：ultrsound diagnosis;;noviciate;;teaching method;;multi-mode;;multi-media teaching;;lecture-based teaching;;situational teaching;;case based learning 中文刊名：JXUY 英文刊名：China Continuing Medical Education 机构：昆明医科大学第一附属医院超声科; 出版日期：2019-04-20 出版单位：中国继续医学教育 年：2019 期：v.11 基金：昆明医科大学教研教改项目(2017-JY-Y-051);昆明医科大学教研教改项目(2018-JY-Y-029) 语种：中文; 页：JXUY201911002 页数：4 CN：11 ISSN：11-5709/R 分类号：15-18

摘要

目的探讨多模式教学法在临床超声诊断学见习教学中的可行性及应用价值。方法将医学影像专业学生共107人作为研究对象,将其分为三组。使用不同教学方法进行见习教学,A组(讲授教学结合多媒体图片教学组)36人,B组(模拟情境教学组)35人,C组(多模式教学组,即将讲授教学—多媒体教学—情境教学—CBL教学相互结合)35人,各组见习效果考评均使用小测验记分法,学生满意度考评均采用问卷星软件,采用方差分析作统计学分析。结果多模式教学组(C组)见习记分结果高于LBL结合多媒体教学组(A组)及模拟情境教学组(B组),差异均具有统计学意义(P <0.05),C组学生满意度高于A组及B组,差异有统计学意义(P <0.05)。问卷星学生满意度调查显示,在对超声知识点理解掌握、提出问题及解决问题能力提升、培养学习兴趣方面,C组效果显著的人数高于A组及B组;在提升超声诊断思维方面,A组与B组及C组比较,差异具有统计学意义(P <0.05),但C组与B组在效果显著这一水平上比较,差异不具有统计学意义(P> 0.05)。结论多模式教学方法可作为超声诊断学见习的一种创新教学方法,有益于临床超声见习教学效果。
        Objective To explore the application value and feasibility of multi-mode teaching method in the noviciate of clinical ultrasound teaching. Methods A total of 107 students majoring in medical imaging were divided into three groups. Different teaching methods are used for probation teaching. Group A(teaching combined with multimedia picture and lecture-based teaching)—情境教学—案例式教学(case based teaching group) has 36 students, group B(simulated situational teaching group) has 35 students, and group C(multi-mode teaching group) has 35 students. Each group used small test scoring method to evaluate the effect of probation. Questionnaire Star software was used to evaluate students' satisfaction, and variance analysis was used to make statistical analysis. Results The scores of multi-mode teaching group(group C) were higher than those of LBL combined with multimedia teaching group(group A) and simulated situational teaching group(group B), with statistical significance(P < 0.05). The satisfaction of students in group C was higher than that in group A and group B, and the difference was significant(P < 0.05). Questionnaire Star Student Satisfaction Survey showed that in terms of understanding and mastering of ultrasound knowledge points, raising and solving problems, and cultivating learning interest, the number of students in Group C was significantly higher than that in group A and group B. In terms of improving the thinking of ultrasound diagnosis, there was a significant difference between group A and group B and group C(P < 0.05). However, there was no significant difference between group C and group B(P > 0.05). Conclusion Multi-mode teaching method can be used as an innovative teaching method of noviciate of clinical ultrasound teaching, which is beneficial to clinical teaching effect.

引文

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