基于“雨课堂”混合式教学方法在《诊疗基础—心脏与血管检查》课程中的探索

李成祥; 汪钦; 廉坤; 赵帅; 杨丽; 梁蓉; 高好考; 杨媛; 黄亚渝

doi:10.12125/j.chj.202106084

基于“雨课堂”混合式教学方法在《诊疗基础—心脏与血管检查》课程中的探索

Application of rain classroom in course of diagnosis and treatment basis

摘要

摘要:
目的探索“雨课堂”在临床医学桥梁课程《诊疗基础》教学中的应用方式和效果。
方法以《诊疗基础》—心脏与血管检查章节为例，2021年针对2018年五年制临床医学专业学员100名，采用 “雨课堂”辅助授课，并通过线上问卷对其教学效果进行评价分析（实验组），2020年针对2017年五年制临床医学专业学员102名，采用常规教学方法授课，对其教学效果进行评价分析（对照组）。通过考试成绩、教学效果及学员满意度三个维度进行教学调查分析，综合比较两种教学方法的优劣。
结果与对照组相比，实验组学员在考试成绩、教学效果及学员满意度三个方面显著优于对照组。
结论使用“雨课堂”将课前、中、后三个教学环节串联起来，并将其尝试纳入行程性考核，增加学生参与感、增强其学习积极主动性，教学效果良好。

Abstract:
AIM To explore the application and effect of Rain Classroom in teaching the clinical medicine bridge course Diagnosis and Treatment Basis .
METHODS In 2019, conventional teaching mode was applied in 102 five-year clinical medical students (2017 Grade; control group) and in 2020, Rain Classroom was applied as an auxiliary teaching method in 100 five-year clinical medical students (2018 Grade; experiment group). The teaching effect of chapter of Cardiac and Vascular Examination in Diagnosis and Treatment Basis was taken as an example and was evaluated and analyzed by online questionnaires. Based on the teaching effect, students’ scores and students’ satisfaction, a comprehensive comparison of the advantages and disadvantages of the two teaching modes was conducted.
RESULTS The students in experiment group had significantly higher teaching effect, scores and satisfaction than the students in control group.
CONCLUSION Rain classroom can link the entire teaching process (pre-class, in class and post-class). It incorporates itself into the formative assessment, increases students’ sense of participation and enhances their learning initiative.

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