Explore new mixed teaching method in practice course of blood pressure measurement
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摘要:
目的 探索基于常规教学+“雨课堂+翻转课堂”的混合式教学在医学本科生《血压测量》实践课程中的应用和效果。 方法 以《血压测量》课程为例，针对2018级五年制临床、航医、医学心理学专业159名学员采取常规教学模式上课（对照组），2019级五年制口腔、基础医学专业50名学员，采取常规教学+“雨课堂”模式上课（实验1组），2019级五年制临床、航医、医学心理学专业53名学员，采用常规教学+“雨课堂+翻转课堂”混合教学授课（实验2组）。通过随堂测验得分、教学效果和学员评价等三项维度开展课堂调查分析，综合比较不同教学模式的有效性。 结果 与常规教学比较，采用常规教学+“雨课堂+翻转课堂”混合教学授课学生在随堂测验得分、课堂教学评价和学生评价三个方面均明显更高（P<0.05，P<0.01）。 结论 使用基于常规教学+“雨课堂+翻转课堂”的混合教学模式不仅能提高学生血压测量技能，而且加强了学生对临床医学知识的掌握和学习的主动性，有效提高教学质量。 Abstract:AIM To explore the application and effect of blended teaching based on conventional teaching+“rain classroom+flipped classroom” in the practical course of blood pressure measurement for medical undergraduates. METHODS Take the course “blood pressure measurement” as an example. One hundred and fifty-nine students majoring in clinical medicine, aeronautical medicine and medical psychology of grade 2018 were taught in conventional teaching mode (control group), 50 students majoring in stomatology and basic medicine of grade 2019 were taught in conventional teaching+“rain classroom” mode (experiment group 1) and 53 five-year-program students majoring in clinical medicine, aeronautical medicine and medical psychology of grade 2019 were taught in conventional teaching+“rain classroom+flipped classroom” mixed teaching (experimental group 2). In order to comprehensively compare the effectiveness of different teaching models, classroom investigation and analysis were carried out through three dimensions, including in-class test score, teaching effect and student evaluation. RESULTS Compared with those in control group, the scores of in-class test, classroom teaching effect and student evaluation in experimental group 2 were significantly higher (P<0.05, P<0.01). CONCLUSION The mixed teaching mode based on conventional teaching+“rain classroom+flipped classroom” not only improves the students’ blood pressure measurement skills, but also strengthens the students’ grasp of clinical medical knowledge and learning initiative, and effectively improves the quality of teaching. -
Key words:
- blood pressure measurement /
- rain classroom /
- flipped class model /
- teaching mode
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表 1 教学评价成绩比较
（分， $ \bar x $ ±s）组别 对照组
(n=159)实验1组
(n=50)实验2组
(n=53)随堂测试得分 88.36±8.49 89.54±8.33 91.32±7.35a,c 教学质量评价 84.03±10.20 85.13±9.15 89.62±8.31b,d 学员满意度 3.33±0.95 3.35±0.69 3.92±1.09b,d 与对照组比较，aP<0.05，bP<0.01；与实验1组比较，cP<0.05，dP<0.01 
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表 2 教学效果的综合评价
调查项目 对照组
(n=159)实验1组
(n=50)实验2组
(n=53)优秀 良好 较差 优秀 良好 较差 优秀 良好 较差 激发学习兴趣 66（42） 65(41) 28(18) 40(80) 3(6) 7(14)b 45(85) 8(15) 0(0)b,c 基础知识记忆水平 94（59） 55(35) 10(6) 39(78) 5(10) 6(12)b 4(83) 7(13) 2(4)b,c 预习主动检索能力 88（55） 38(24) 33(21) 5(70) 11(22) 4(8)b 43(81) 7(13) 3(6)b,c 培养思考逻辑、数据分析能力 97(61) 34(21) 28(18) 38(76) 10(20) 2(4)b 48(91) 3(6) 2(4)b,d 临床问题处理能力 91(57) 49(31) 9(6) 36(72) 12(24) 2(4)b 43(81) 9(17) 1(2)b,d 汇报表达能力 96(60) 47(30) 16(10) 41(82) 7(14) 2(4)b 46(87) 6(11) 1(2)b,c 团队合作能力 93(58) 50(31) 16(10) 42(84) 5(10) 3(6)b 48(91) 5(9) 0(0)b,c 表中计数资料均为[例数（%）]。与对照组比较，bP<0.01；与实验1组比较，cP<0.05，dP<0.01
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表 3 教学满意度调查
（分， $ \overline x $ ±s）对照组
(n=159)实验1组
(n=50)实验2组
(n=53)教学质量评价 27.55±4.51 30.55±4.10a 33.53±3.20 b,c 学习过程评价 25.32±3.36 29.31±3.12a 30.92±5.39 b,c 课程满意度评价 10.66±3.33 14.67±3.36b 17.25±4.04 b,c 临床教学评价 23.41±2.93 25.99±3.10a 27.58±4.78 b,c 总体评价 44.40±4.63 47.10±4.17a 50.47±5.93 b,c 与对照组比较，aP<0.05，bP<0.01；与实验1组比较，cP<0.05
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