| 张楠,廖海含,袁园,等.微视频结合基于问题的教学模式在医学研究生科研能力培训中的应用[J].安徽医药,2021,25(10):2117-2120. |
| 微视频结合基于问题的教学模式在医学研究生科研能力培训中的应用 |
| Application of micro-video combined with problem-based learning (PBL) teaching mode in the training of medical postgraduates' scientific research ability |
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| DOI：10.3969/j.issn.1009-6469.2021.10.049 |
| 中文关键词: 教育，医学，研究生 基于问题的学习 微视频 科研能力 |
| 英文关键词: Education,medical,graduate Problem-based learning Micro-video Research ability |
| 基金项目:武汉大学教师教学发展专题研究项目( 2019JG042) |
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| 中文摘要: |
| 目的探究微视频结合基于问题的教学( problem-based learning，PBL)在医学研究生科研能力培训中的效果。方法于 2019年 10月至 2020年 12月将 80名武汉大学第一临床学院科研型医学研究生随机均分至实验组(微视频结合 PBL教学)和对照组(传统讲授式教学)进行为期 8次的课程培训。课程结束后，通过对比两组学生课堂出勤率，理论考试成绩，实验操作成绩，课题设计书评比，以及通过调查问卷中的多个问题，评估学生对两种教学方式的主观反馈结果。结果实验组学生课堂出勤率为 100%(40/40)，对照组为 97.5%(39/40)，两组学生的课程出勤率差异无统计学意义( P>0.05)；实验组理论考试成绩优于对照组，(93.2±5.4)分比(82.5±10.5)分， P<0.05；实验组实验操作成绩优于对照组，(91.8±6.3)分比( 83.9±9.5)分， P<0.05；课题设计书评比结果显示实验组的优秀和良好比率显著高于对照组( χ2=160.0，P<0.05)；调查问卷显示两组学生对课程的重要性的认识差异无统计学意义( P>0.05)；但实验组对提高自主学习、独立思考、解决问题、科研思维、创新和文献检索方面的认可度高于对照组，差异有统计学意义( P<0.05)；实验组对授课教师，课程内容设置，课程组织形式和课程的效果四方面的评价优于对照组，差异有统计学意义( P<0.05)。结论微视频结合 PBL教学较传统教学模式能显著提升教学效果，提高学生的实验操作和课题设计能力，值得进一步应用和推广。 |
| 英文摘要: |
| Objective To explore the effect of micro-video combined with problem-based learning (PBL) in the training of medical postgraduates' scientific research ability.Methods Eighty medical graduate students in the First Clinical College of Wuhan University from October 2019 to December 2020 were randomly assigned into an experimental group (micro-video combined with PBL teaching) and a control group (traditional lecture-style teaching) for an 8-sessions course training. And then, the subjective feedback of studentson the two teaching methods were evaluated by classroom attendance rate, theoretical test scores, experimental operation scores, comparison of project design, and questionnaire with multiple questions after the course.Results The class attendance rate of the experimental group was 100% (40/40), and the control group was 97.5% (39/40). There was no statistical difference in class attendance ratebetween the two groups (P>0.05). Theoretical test scores of experimental group was higher than that in the control group, (93.2±5.4) vs. (82.5±10.5), P<0.05, and similar result was obtained for experimental operation scores ,(91.8±6.3) vs. (83.9±9.5), P<0.05. The excellent and good ratios of project design were significantly higher than those of the control group (χ2=160.0, P<0.05). Analysis of questionnaire showed none statistical differences in students' evaluation of the course between the two groups (P>0.05). However, students' recognition from the experimental group was obviously higher than that in the control group for improving the ability of autonomous learning, independent thinking, problem solving, scientific research thinking, innovation, and literature retrieval (P<0.05). Students from theexperimental group were significantly more satisfied with teacher, curriculum content setting, curriculum organization and effectivenessthan the control group (P<0.05).Conclusion Compared with the traditional teaching mode, micro-video combined with PBL teachingcan significantly improve teaching effects and students' ability for experimental operation and project design. It is worthy of further application and promotion. |
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