新医科背景下基于OBE理念的BOPPPS教学模式在航空航天医学教学中的应用——以“加速度对动物心血管功能的影响”课程为例

    Application of the OBE-based BOPPPS teaching model in aerospace medicine under the new medical education framework: a case study of the “Impact of Acceleration on Animal Cardiovascular Function” course

    • 摘要:
      目的  探索新医科背景下基于以成果为导向教育(outcome-based education, OBE)理念的BOPPPS教学模式在航空航天医学教学中的应用效果。
      方法  研究对象为空军军医大学2020级与2021级五年制航空航天医学专业学生,以实践课“加速度对动物心血管功能的影响”为例。2020级学生(对照组,n=51)采用传统教学模式,2021级学生(试验组,n=60)采用基于OBE理念的BOPPPS教学模式,通过教师综合评价学习成果、教学满意度问卷调查及课程成绩分析等方法从主、客观层面综合评估两种教学方法的应用效果。
      结果  与对照组相比,试验组教师综合评价学习成果得分显著提高(P<0.01);课堂整体满意度(P<0.05)、学习兴趣和积极性(P<0.05)、理论知识理解与掌握(P<0.05)、实践操作技能掌握(P<0.01)、团队协作能力(P<0.05)及解决问题能力(P<0.05)等方面均有显著提升;课程考核成绩亦优于对照组(P<0.01)。
      结论  基于OBE理念的BOPPPS教学模式在航空航天医学教学中的应用可显著提升教学成效和教学满意度,为新医科背景下拓展航空航天医学教学改革路径提供了参考和借鉴,值得进一步推广应用。

       

      Abstract:
      AIM  To evaluate the effectiveness of the BOPPPS teaching model based on the concept of outcome-based education (OBE) in the teaching of aerospace medicine in the context of the new medical curriculum.
      METHODS  This study involved fifth-year aerospace medicine students from the Air Force Medical University (AFMU) in the classes of 2020 and 2021, taking the practical course “Impact of Acceleration on Animal Cardiovascular Function”. The control group (n=51, class of 2020) was taught using traditional methods, while the experimental group (n=60, class of 2021) was instructed using the BOPPPS teaching model based on OBE. The effectiveness of both teaching approaches was assessed through a multi-faceted evaluation including teacher assessments of learning outcomes, student satisfaction surveys, and analysis of course grades.
      RESULTS  Compared with the control group, the comprehensive evaluation scores of teachers in the experimental group significantly improved (P<0.01); The satisfaction of the experimental group students with the overall classroom (P<0.05), as well as their satisfaction with learning interest and enthusiasm (P<0.05), theoretical knowledge understanding and mastery (P<0.05), practical operation skills mastery (P<0.01), teamwork ability (P<0.05), and problem-solving ability (P<0.05), were significantly higher than those of the control group; And the course assessment scores of the experimental group were also better than those of the control group (P<0.01).
      CONCLUSION  The application of the OBE-based BOPPPS teaching model in aerospace medicine education significantly improves teaching effectiveness and student satisfaction. This approach offers valuable insights and experiences for reforming aerospace medicine teaching in the new medical education context and is worth further promotion and application.

       

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