李惠晨, 晏贤春, 魏仁吉, 张晓, 郭宝辉, 张健, 赵晶. 小组实操拍摄电子实验报告在心血管生化实验教学中的创新性实践[J]. 心脏杂志, 2023, 35(1): 111-115. DOI: 10.12125/j.chj.202206049
    引用本文: 李惠晨, 晏贤春, 魏仁吉, 张晓, 郭宝辉, 张健, 赵晶. 小组实操拍摄电子实验报告在心血管生化实验教学中的创新性实践[J]. 心脏杂志, 2023, 35(1): 111-115. DOI: 10.12125/j.chj.202206049
    Hui-chen LI, Xian-chun YAN, Ren-ji WEI, Xiao ZHANG, Bao-hui GUO, Jian ZHANG, Jing ZHAO. Innovative practice of electronic experiment reports in group practice in cardiovascular biochemical experiment teaching[J]. Chinese Heart Journal, 2023, 35(1): 111-115. DOI: 10.12125/j.chj.202206049
    Citation: Hui-chen LI, Xian-chun YAN, Ren-ji WEI, Xiao ZHANG, Bao-hui GUO, Jian ZHANG, Jing ZHAO. Innovative practice of electronic experiment reports in group practice in cardiovascular biochemical experiment teaching[J]. Chinese Heart Journal, 2023, 35(1): 111-115. DOI: 10.12125/j.chj.202206049

    小组实操拍摄电子实验报告在心血管生化实验教学中的创新性实践

    Innovative practice of electronic experiment reports in group practice in cardiovascular biochemical experiment teaching

    • 摘要:
        目的  探讨通过小组实操拍摄电子实验报告,克服在心血管生化实验教学中使用传统实验报告学生照搬照抄、弄虚作假及各自为战的育人痛点问题。
        方法  选择2019级和2020级空军军医大学临床医学专业66名学生为研究对象,随机均分为两个组,以5节心血管生化实验课为1单元,交替使用传统实验报告(对照组)和实操拍摄电子实验报告(实验组),利用考核和调查问卷等方式来评价小组实操拍摄电子实验报告在心血管生化实验教学中的应用效果。
        结果  在实验课前准备、结果客观记录、实验积极性和创造性、团队协作能力等方面实验组学生明显优于对照组学生。实验组课程满意度也明显高于对照组(P<0.05)。实验相关知识点的阶段课堂考核显示,实验组学生的知识考核分数高于对照组学生(P<0.05)。
        结论  与使用传统实验报告相比,小组实操拍摄电子实验报告的使用能够显著提高心血管生化实验教学效果,明显提高学生实验积极性和自主创作热情,避免编造篡改数据,有利于对实验原理的深刻理解、科研基本素养的培养、综合素质和协作能力的提高,并具有较好的推广意义和应用前景。

       

      Abstract:
        AIM  To explore whether electronic experiment reports in group practice could avoid plagiarized, falsified and teamwork-lacking traditional experiment reports in cardiovascular biochemical experiment teaching.
        METHODS  Sixty-six students majoring in clinical medicine at Air Force Medical University in 2019 and 2020 were selected as the research subjects and they were randomly divided into two groups, with 5 experiment periods as a unit, alternately using traditional experiment reports (control group) and electronic experiment reports (experimental group). Assessment and questionnaires were used to evaluate the application effect of electronic experiment reports in group practice in experiment teaching.
        RESULTS  The students in experimental group were significantly better than those in control group in terms of preparation before experiment periods, mastery of course knowledge, objective recording of results, experiment enthusiasm and creativity, and teamwork. The course satisfaction of experimental group was significantly higher than that of control group (P<0.05). The assessment of experiment knowledge showed that the scores of the students in experimental group were significantly higher than those of the students in control group (P<0.05).
        CONCLUSION  Compared with traditional experiment reports, electronic experiment reports in group practice fully stimulate students’ enthusiasm for independent creation and experiment enthusiasm, avoid fabricating and tampering data, strengthen students’ deep understanding of experiment principles and cultivate basic scientific research literacy and teamwork. It is of positive significance to firmly establish a sense of teamwork, sense of responsibility and collective honor and to fully cultivate students’ organizational, coordination and communication skills.

       

    /

    返回文章
    返回