| 摘要: |
| 目的 探讨主动学习策略改造传统的讲授型教学的应用价值。方法 将60名重庆医科大学医学影像专业大学四年级本科生随机分为2组(实验组和对照组),实验组采用经主动学习策略改造后的讲授型方法教学,对照组采用未经任何改动的传统方法教学。通过问卷调查和理论测验分析学生在主动学习型教学中获取知识的实用性及认同度。结果 认为改进后的教学方法有助于理解当堂内容的学生27人(90%),有助于提高课堂专注程度、延长专注时间的学生25人(83.33%),有助于课后复习的学生25人(83.33%),认为对课堂自学感到负担的学生6人(20%),认为改进后授课方式需要继续的学生24人(80%)。测验结果显示,实验组平均分高于对照组(83.5±7.5 vs 71.7±10.4,P＜0.05),实验组合格率高于对照组(86.67% vs 63.33%,P＜0.05)。结论 主动学习策略有助于提高超声诊断学的课堂教学效果,具有在今后的医学教学工作中深入推广应用的价值。 |
| 关键词: 主动学习 超声诊断学 教学方法 医学教育 |
| DOI： |
| 投稿时间：2019-05-23修订日期：2019-05-23 |
| 基金项目: |
|
| Exploration of Active Learning Strategies for Teaching of Ultrasound Diagnostics |
| WANG Ding |
| (Department of Ultrasound,the First Affiliated Hospital of Chongqing Medical University) |
| Abstract: |
| Objective To explore the application and value of active learning strategies for remolding the traditional lecturing teaching. Methods Sixty medical imaging undergraduates in Chongqing Medical University were randomly divided into two groups (trail group and control group). A designed active learning strategy was used in the lectures of the trial group, while the control group were applied the unchanged traditional teaching. Questionnaire and test were used to analyze the practicality of students'' knowledge acquisition and their recognition for the active learning teaching. Results For the improved teaching methodology, the number of students thought that it was helpful to the understanding in class was 27(90%), and that it was conductive to concentration and duration was 25(83.33%), there were 25(83.33%) students agreed it would help to review, and 6(20%) students had felt burdened in modified lectures, and 24(80%) students considered the improved lectures could go on. Test result showed that the mean score of trail group was statistically higher than that of control group(83.5±7.5 vs 71.7±10.4，P＜0.05),and the pass rate of trial group was significantly higher than that of control group(86.67% vs 63.33%，P＜0.05). Conclusion The active learning strategy is benefit to teaching effect in ultrasound diagnostics, deserving extensive application in future. |
| Key words: active learning ultrasound diagnostics teaching methodology medical education |
