基于新医科医工结合的PIL教学模式在航空航天心血管医学教学中的探索与应用

    Exploration and application of the PIL teaching model based on medical-engineering integration in aerospace cardiovascular medicine education under the “New Medicine” framework

      摘要
    • 摘要:
      目的 在新医科医工结合教学理念指引下，探究 PIL 教学模式在航空航天心血管医学教学中的应用。
      方法 以“失重对心血管功能的影响及防护措施”章节为例，选取 2021 级航空航天医学专业 51 名学员作为对照组，采用传统教学模式；2022 级 56 名学员作为试验组，采用 PIL 教学模式。课程结束后，进行理论与实践操作考试，试验组额外增设创新设计项目书的形成性考核环节。此外，以匿名调查问卷和科研成果统计的形式展开教学效果评估。
      结果 统计分析表明，与对照组相比，试验组的理论考试和总成绩均显著提高(P<0.05)，而在实践操作考试方面，两组成绩无明显差异。试验组总成绩的提升不仅源于理论考试成绩的提高，还与创新设计项目书的加分相关。问卷结果表明，与对照组相比，试验组学员的学习主动性、团队协作和医工结合创新思维拓展的能力均显著提升 (P<0.01)。科研成果统计表明，试验组学员课外科研及能力均有所提升。
      结论 PIL教学模式显著提升了航空航天心血管医学教学效果，深化了学员对医学与工学交叉领域的理解，推动了航空航天医学教学向更深层次发展，为培养创新型航空航天医学人才提供了有力支持。

       

      Abstract:
      AIM To explore the application of the PIL teaching model in aerospace cardiovascular medicine education, guided by the medical-engineering integration teaching conceptunder the “New Medicine” framework.
      METHODS Taking the chapter “Effects of weightlessness on cardiovascular function and protective measures” as an example, 51 students majoring in Aerospace Medicine in 2021 were selected as the control group, and traditional teaching mode was adopted; 56 students from the 2022 class will serve as the experimental group and adopt the PIL teaching mode. After the course, theoretical and practical operation exams will be conducted, and the experimental group will additionally add a formative assessment section for innovative design project proposals. In addition, teaching effectiveness evaluation will be conducted in the form of anonymous survey questionnaires and scientific research achievement statistics.
      RESULTS Statistical analysis revealed that, compared to the control group, the theoretical examination scores and total scores of the experimental group were significantly elevated (P<0.05), while no significant difference was observed in the practical operation examination scores between the two groups. The increase in the experimental group's total score was not solely attributed to the improvement in theoretical examination scores, but also to the bonus points earned from the innovative design project proposal. Additionally, the questionnaire results showed that, compared to the control group, the experimental group demonstrated significant improvements (P<0.01) in learning initiative, teamwork ability, and the capacity to expand innovative thinking in the integration of medicine and engineering. The statistical analysis of research outcomes showed that students in the experimental group had made improvements in both extracurricular research and skills.
      CONCLUSION The PIL teaching model significantly enhanced educational outcomes in aerospace cardiovascular medicine, deepened students’ understanding of the intersection between medicine and engineering, and fostered the advancement of aerospace medicine education. This approach provides strong support for cultivatinginnovative aerospace medicine professionals.

       

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