JiTT模式在生物化学综合性实验教学中的应用

目的　探讨适时教学（just-in-time-teaching，JiTT）在生物化学综合性实验（血清γ-球蛋白的分离提纯与鉴定）教学中的应用及效果。方法　选取我校2016级临床医学本科专业100人作为研究对象，平均分为对照组和实验组。对照组（50人）采用传统教学，实验组（50人）采用JiTT。实验组课前3~5天，教师把微视频、导学案等资源上传到网络教学平台或网络学习交流组，构建在线学习交流和反馈环境；课上包括个人测试、教师面对面授课、小组讨论、完成实验报告和答疑解惑等环节，以检验和反馈学生自学情况。采用SPSS 22.0统计两组学生测试成绩与问卷结果，组间数据比较行t检验。结果　实验组个人测试平均得分为（9.44±0.59），高于对照组的（8.77±0.41）分，差异有统计学意义（P=0.00）。在问卷关于学习效果评价的6项内容中，实验组学生对JiTT的评分均高于对照组对传统教学的评分，差异有统计学意义（P<0.05）。结论　JiTT有助于提升生物化学实验教学质量，值得在其他专业基础课程中尝试。

Application of JiTT model in comprehensive experimental teaching of biochemistry

In this study, 100 undergraduate students in clinical medicine were selected. The control group used the traditional teaching method. The experimental group used the JiTT teaching model to compare the test scores and learning effects of the two groups. It is proposed to explore the research effect of the timely teaching mode (JiTT) in the comprehensive experimental teaching of biochemistry, and provide reference and basis for further developing this model in biochemistry experiment teaching in China.