医学教育管理 ›› 2018, Vol. 4 ›› Issue (1): 33-35,60.doi: 10.3969/j.issn.2096-045X.2018.01.008

• 教学方法 • 上一篇    下一篇

探讨微课在《实验诊断学》教学中的应用

王云娟,徐秋月,郭 翀,单 斌,段 勇,刘子杰   

  1. 昆明医科大学第一附属医院医学检验科、云南省实验诊断研究所、云南省检验医学重点实验室,昆明 650032
  • 收稿日期:2017-10-25 出版日期:2018-02-20
  • 通讯作者: 刘子杰

Discussion on the application of micro teaching in laboratory diagnostics teaching

Wang Yunjuan, Xu Qiuyue, Guo Chong, Shan Bin, Duan yong, Liu Zijie   

  1. Department of Clinical Laboratory, the First Affiliated Hospital of Kunming Medical University; Yunnan Institute of Experimental Diagnosis; Yunnan Key Laboratory of Laborotory Medicine, Kunming 650032, China
  • Received:2017-10-25 Online:2018-02-20
  • Contact: Liu Zijie

摘要: 目的 探讨《实验诊断学》微课教学辅助平台的教学效果。方法 选取昆明医科大学2014 级临床专业学生为实验研究对象,分为实验组和对照组。在进行《实验诊断学》教学时,对照组采用课堂讲授法教学,实验组采用讲授法结合微课教学,以期末考试成绩和教学满意度,比较两种教学模式的教学效果。结果 完成教学工作后,实验组学生期末考试成绩明显高于对照组,差异有统计学意义(P < 0.05)。实验组学生对教学方法与教学效果的评价明显高于对照组,差异有统计学意义(P < 0.05)。结论 讲授法结合微课教学可以明显提高学生《实验诊断学》学习效果及调动学生的学习积极性,值得在《实验诊断学》教学中加以推广。

Abstract: Objective To explore the teaching effect of the micro teaching platform of laboratory diagnostics. Methods Clinical students in Class 2014 of Kunming Medical University were selected as experimental subjects, and divided into experimental group and control group. In the teaching of laboratory diagnostics, traditional classroom teaching methods were used in the control group, while traditional classroom teaching combined with the micro teaching were applied to the experimental group in order to compare teaching effects of two teaching mothods in the final exam and teaching satisfaction. Results After the completion of teaching work, the final score of the experimental group was significantly higher than that of the control group, the difference was statistically significant (P<0.05). After the end of the course, student satisfaction in experimental group with micro teaching was significantly higher than that in the control group in terms of the teaching methods and teaching effect, the difference was statistically significant (P<0.05). Conclusion The teaching method combined with the micro teaching can significantly improve the students' learning effect of laboratory diagnostics and arouse the students' enthusiasm for learning.