任务驱动式费曼学习法在耳鼻咽喉科教学中的探索与应用

目的 分析费曼学习法教学模式在耳鼻咽喉科学理论教学中的应用实践，为耳鼻咽喉头颈外科学本科教学改革提供参考。方法 选择某院2016级临床医学八年制学生52人为研究对象，采用随机数字法分为实验组与对照组，每组26名学生，全体学生首先接受教师的传统理论教学授课，随后实验组学生根据费曼学习法对对照组学生进行模拟教学。理论教学结束后均有一次课堂测验，其中实验组学生模拟教学前后的测验分数分别记为A1、A2组，对照组分数记为B组。通过A1、A2和B组分数和问卷调查评估研究结果。结果 A2组测验成绩(80.92±2.76)分高于A1组(76.23±3.29)分、B组(76.38±3.38)分，差异均具有统计学意义(P均＜0.05)，A1组与B组分数比较，差异无统计学意义(P＞0.05)。实验组教学整体满意度优于对照组，问卷调查条目2、3、4、6、7差异均具有统计学意义(P均＜0.05)。结论 费曼学习法应用于耳鼻咽喉科学理论教学中可提高教学质量与效果，教学模式得到学生的认可。

Exploration and application of the Task-driven Feynman's Technique in otolaryngology teaching

Objective To provide the reference for the undergraduate teaching reform of otolaryngology-head and neck surgery, the application of innovative teaching mode based on Feynman Technique was analyzed in otolaryngology theory teaching.Methods Fifty-two students from eight-year clinical medicine class of grade 2016 in a hospital were selected as the research objects. Totally 52 students were divided into experimental group and control group with 26 students in each group by random number method. First, all the students received traditional theory teaching from teachers, and then the experimental group students had a practice of Feynman learning method by teaching the control group students as the teaching object. There was a classroom test after the theoretical teaching. The test scores of the experimental group before and after the simulation teaching were denoted as group A1 and A2, and the scores of the control group were denoted as group B. The study was evaluated by group A1, A2 and B scores and questionnaires.Results The test scores of group A2 (80.92±2.76) were higher than those of group A1 (76.23±3.29) and group B (76.38±3.38). There were statistically significant differences between the two groups (all P<0.05). There was no significant difference in scores between group A1 and group B (P>0.05). The overall teaching satisfaction of the experimental group was better than that of the control group, and the differences in items 2, 3, 4, 6 and 7 of the questionnaire survey were statistically significant (all P<0.05).Conclusion The application of Feynman Technique can improve the quality and effect of teaching in otolaryngology theory teaching, and the teaching mode is recognized by students.