SPOC与TBL相结合的教学模式在基础医学实验心血管教学模块中设计和应用

刘曼玲; 殷玥; 马恒

doi:10.12125/j.chj.201910007

SPOC与TBL相结合的教学模式在基础医学实验心血管教学模块中设计和应用

Design and application of SPOC and TBL teaching model in basic medical experiment class

摘要

摘要:
目的探讨小型私人在线课程(small private online course，SPOC)与以团队为基础的学习(team-based learning，TBL)二者密切结合的教学模式在基础医学实验心血管教学模块中的应用效果。
方法选取2015级临床医学专业本科学生70名为研究对象，随机分为实验组和对照组。对照组采用传统实验教学方法，而实验组学生则采用SPOC与TBL相结合的教学模式，比较两组之间的综合成绩和教学效果的差异。
结果实验组学生综合成绩测评明显高于对照组(P<0.05)。实验组中91.5%的学生认可SPOC与TBL相结合的教学模式，认为该教学方法能够提升学生们的学习兴趣，增强自主学习能力和个人综合能力的提高，并且有94.3%以上的学生希望在以后的实验课中开展SPOC与TBL相结合的教学模式。
结论 SPOC与TBL相结合的教学模式能够激发学生的学习兴趣，重视实验课的学习，引导和启发学生主动地学习与思考，增强了学生们的动手实践能力、创新学习能力以及分析和解决问题的能力，为其在日后的临床和科研工作中打下坚实基础。

Abstract:
AIM To explore the effect of small private online course (SPOC) combined with team-based learning (TBL) in the basic medical experiment class.
METHODS Totally 70 clinical medical students were randomly divided into experimental group (n=35) and control group (n=35). The teaching mode of SPOC combined with TBL was used in the experimental group, while traditional experimental teaching method was used in control group. After the course was completed, the effects of the teaching modes were evaluated by questionnaire survey and comprehensive score evaluation.
RESULTS The average scores of the students in experimental group were significantly higher than those in control group (P<0.05). More than 91.5% of students in experimental group approved that SPOC combined with TBL teaching mode can improve students’ interest in learning and enhance the ability of autonomous learning and comprehensive ability, and 94.3% of the students hope to use this teaching mode in future courses.
CONCLUSION The SPOC combined with TBL teaching model is feasible and effective in the basic medical experiment class.

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