基于微课的BOPPPS教学模式在医学生隔离防护技术教学中的应用

 目的 探讨微课联合导学互动的叠加式教育(BOPPPS)的教学模式在医学生隔离防护技术实践教学中的应用效果。方法 选取安徽中医药大学2020级规范化培训的医学生作为研究对象,以小组为单位采取整群随机抽样法分为试验组和对照组。对照组采用传统多媒体结合现场实操演示的教学模式授课,试验组则采用微课联合BOPPPS的教学模式。课后分别对两组进行理论和实践考核,并采用无记名问卷方式进行教学效果的满意度调查。结果 共选取医学生454名作为研究对象,其中试验组240名,对照组214名。试验组年龄(23.92±3.84)岁,对照组(23.60±3.21)岁。理论考核成绩试验组(89.44±8.41)分]高于对照组(82.76±10.08)分],差异有统计学意义(P<0.001)。实践技能考核成绩试验组(96.01±1.62)分]高于对照组(95.42±2.35)分],差异有统计学意义(P=0.002)。试验组学生在激发学习兴趣,提高自主学习能力两方面的满意度高于对照组学生,差异有统计学意义(均P<0.05)。结论 微课联合BOPPPS的教学模式能有效改善学生学习效果,激发学习兴趣,培养自主学习能力,从而达到提升教学质量的目的。

Application of micro-lecture method based on BOPPPS teaching mode in the teaching of isolation and precaution technique among medical students

Objective To explore the application effect of micro-lecture combined with BOPPPS teaching mode in practical teaching of isolation and precaution technique among medical students.Methods Medical students in grade 2020 from Anhui University of Chinese Medicine and receiving standardized training were selected as the research object,according to cluster random sampling,they were divided into trial group and control group.Control group adopted the teaching mode of traditional multi-media combined with on-site practical demonstration,while trial group adopted the teaching mode of micro-lecture combined with BOPPPS mode.After class,two groups were assessed in theory and practice,and the satisfaction for teaching effect was investigated through anonymous questionnaire.Results A total of 454 medical students were selected as the research object,240 were in trial group and 214 in control group.The age of trial group and control group were(23.92±3.84)and(23.60±3.21)years old respectively.The score of theoretical examination in trial group was higher than that in control group(89.44±8.41]points vs82.76±10.08]points,P<0.001).The score of practical skill examination in trial group was higher than that in control group(96.01±1.62]points vs95.42±2.35]points,P=0.002).The satisfaction of students in trial group in stimulating learning interest and improving autonomous learning ability was higher than that of students in control group(both P<0.05).Conclusion The teaching mode of micro-lecture combined with BOPPPS can effectively improve students’learning effect,stimulate learning interest and cultivate autonomous learning ability,thus improving teaching quality.