对分易教学平台在外科学课程教学改革中的应用

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英文篇名：Application of the E-disciplinary Teaching Platform in the Teaching Reform of Surgery Courses 作者：刘树义 ; 李瑜 ; 兰凯 ; 李平 ; 刘碧波 英文作者：LIU Shu-yi;LI Yu;LAN Kai;LI Ping;LIU Bi-bo;Department of Surgery,Clinical Medical College,Xi'an Medical College;Department of Otolaryngology,the Second Affiliated Hospital of Xi'an Medical College; 关键词：对分易 ; 教学平台 ; 外科学 ; 教程改革 英文关键词：E-disciplinary;;Teaching platform;;Surgery;;Tutorial reform 中文刊名：YXXX 英文刊名：Medical Information 机构：西安医学院临床医学院外科学教研室;西安医学院第二附属医院耳鼻咽喉科; 出版日期：2019-06-15 出版单位：医学信息 年：2019 期：v.32;No.491 基金：教育部卫生部卓越医生教育培养计划项目[编号:教育(2012)20号(165)] 语种：中文; 页：YXXX201912002 页数：3 CN：12 ISSN：61-1278/R 分类号：12-13+20

摘要

目的探索对分易教学平台在外科学教学中的使用效果。方法选取我校2016级临床医学专业1616～1818班共183名学生(A组)、卓越1604班共62名学生(B组)、口腔医学专业1612～1613班共112名(C组)学生作为研究对象。在期中考试之前所有班级采用传统教学模式,在期中考试之后开始引入对分易教学平台。比较两种教学模式下学生期中、期末的考试成绩、课堂互动频率及教学效果满意度。结果①A、B、C三组学生期中考试成绩分别为(67.55±16.96)分、(69.45±10.66)分、(64.15±17.28)分,低于期末考成绩的(78.00±12.58)分、(78.78±11.79)分、(76.05±12.49)分,差异有统计学意义(P<0.05);②A、B、C三组学生在传统教学模式下课堂平均互动频率分别为(1.40±1.39)次、(1.55±0.89)次、(1.53±0.92)次,低于对分易教学模式下的(3.50±1.76)次、(2.60±1.54)次、(2.93±1.53)次,,差异有统计学意义(P<0.05);③A、B、C三组学生在教学效果满意度方面,传统教学分别为54.64%、66.13%、70.54%,对分易教学模式为86.34%、87.10%、89.29%,具有统计学差异(P<0.05)。结论对分易教学平台能够充分调动学生学习的积极性,丰富课堂教学的形式,增加师生沟通交流的便利性,有助于提升外科学教学的总体效果,值得在外科学教学中借鉴应用。
        Objective To explore the use effect of the E-disciplinary teaching platform in surgery teaching. Methods Select 183 students(group A)from 1616～1818 classes of our 2016 clinical medicine majors, Outstanding 1604 classes with a total of 62 students(Group B), A total of 112 students(group C) in the 1612～1613 class of stomatology were studied. Prior to the mid-term exam, all classes used the traditional teaching model, and after the mid-term exam, the introduction of the divisible teaching platform began. Compare the test scores, classroom interaction frequency and teaching effect satisfaction of students in the middle and end of the two teaching modes.Results ① The scores of the mid-term examinations of the three groups A, B and C were(67.55 ±16.96),(69.45 ±10.66),(64.15 ±17.28), and the scores below the final exam(78.00 ±12.58),(78.78 ± 11.79) points,(76.05±12.49) points, the difference was statistically significant(P<0.05); ②The average interaction frequency of students in groups A, B and C under the traditional teaching mode was(1.40±1.39) times,(1.55) ±0.89) times,(1.53±0.92) times, lower than(3.50±1.76) times,(2.60±1.54) times,(2.93±1.53) times in the divisible teaching mode, the difference was statistically significant(P<0.05); In the three groups of students, ③A, B and C, the traditional teaching is 54.64%, 66.13%, 70.54%, and the teaching mode is 86.34%, 87.10%, and 89.29%, with statistically significant( P <0.05).Conclusion The E-disciplinary teaching platform can fully mobilize the enthusiasm of students to learn, enrich the form of classroom teaching,increase the convenience of communication between teachers and students, and help to improve the overall effect of surgery teaching. It is worth learning from the application of surgery.

引文

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