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目的:探讨传统教学法(LBL)、微课教学法(MLL)、MLL与LBL相结合的教学法在基层医生胸外科临床培训过程中的教学效果。方法:将唐都医院第10期陕西省基层医生培训班的120名基层医生随机分为LBL教学组、MLL教学组、MLL与LBL相结合教学组三组,每组各40人。在培训结束时,采用理论知识考试及实践技能考查进行量化考核,评估三种不同教学方法的教学效果。同时采用问卷调查,评价对三种教学方法的认同度。结果:LBL组学生的理论知识测试成绩较好(P<0.005),而实践技能考查成绩较差(P<0.001);MLL组学生的理论知识测试成绩较差(P<0.005),而实践技能考查成绩较好(P<0.001);MLL与LBL相结合组学生在理论知识测试和实践技能考查成绩两方面都较好(P<0.0001)。问卷调查结果显示,MLL教学法、MLL与LBL相结合的教学法都得到了较好的认同度(P<0.05)。结论:MLL与LBL相结合的教学法不仅提高了基层医师对理论知识的记忆,而且能够使其将所学知识更灵活运用到实践操作中,综合素质也得到很大的提高。
Objective: To explore the teaching effect of the traditional pedagogy (LBL), micro-lectures (MLL), MLL and LBL in the clinical training of thoracic surgeons in primary care. Methods: A total of 120 primary doctors in the primary care doctors’ training class of Tangdu Hospital in Shaanxi Province were randomly divided into three groups: LBL teaching group, MLL teaching group and MLL combined with LBL group, with 40 in each group. At the end of the training, the theoretical knowledge test and practical skills test were used to conduct quantitative assessment to evaluate the teaching effects of the three different teaching methods. At the same time, a questionnaire survey was conducted to evaluate the acceptance of the three teaching methods. Results: The students in the LBL group had better theoretical knowledge (P <0.005) and worse practical skills (P <0.001). Students in the MLL group had poorer theoretical knowledge test scores (P <0.005), while practical skills The test scores were better (P <0.001). The combination of MLL and LBL students were better in theoretical knowledge test and practical skills test scores (P <0.0001). The results of the questionnaire survey showed that MLL pedagogic method and MLL and LBL pedagogic method all got better acceptance (P <0.05). Conclusion: The teaching method combined with MLL and LBL not only improves the memory of theoretical knowledge by primary physicians, but also enables them to apply their knowledge more flexibly to practical operation, and the comprehensive quality is also greatly improved.