情境案例-任务驱动教学法在医学教学中的应用

目的 结合《人体解剖学》中血型教学内容特点,探讨情境案例-任务驱动教学法对《正常人体学》中血型教学的应用效果。方法 将2013级护理助产专业1班55人作为对照组,2班54人作为实验组,分别采用传统教学方式和情境案例-任务驱动教学法,并进行问卷调查。结果第一次考核实验组的理论及实验操作考核成绩明显优于对照组（P〈0.01）;第二次考核实验组的综合考核成绩优于对照组（P〈0.01）。通过问卷调查得知,实验组学生的学习兴趣、目标、主动性、求知欲及各种综合能力均明显高于对照组（P〈0.01）。结论 在高职护理《正常人体学》血型教学中,应用情境案例-任务驱动教学法,能显著提高学生的学习效能和综合能力,对所学知识的理解、记忆保持、外化应用也更持久。

Application of the case-based and task-driven method in medical teaching

Objective According to the characteristics of the teaching content of blood types in Human Anatomy, we explored the effects of the case-based and task-driven method on blood type teaching in the normal human anatomy. Methods We recruited 55 students in Class 1 of higher vocational nursing midwifery of Grade 2013 as the control group who received the traditional teaching method and 54 students in Class 2 as the experimental group who received the case-based and task-driven method. At the same time, a questionnaire survey was conducted among the two classes. Results Students of the experimental group outperformed those of the control group in the theory, experimental skills and comprehensive assessment results （ P 〈 0.01 ） in the first and second examinations. The questionnaire survey showed that the interest in learning, target, initiative, curiosity and all kinds of comprehensive abilities of students in the experimental group were also superior to those in the control group （ P 〈0.01 ）. Conclusion Application of the case-based and task-driven method in blood type teaching for the normal human anatomy can significantly improve students learning efficiency and comprehensive ability. Their understanding of the knowledge, memory retention, and external application are also more durable.