中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2015年
3期
266-268
,共3页
微格教学%病理生理学%实验教学
微格教學%病理生理學%實驗教學
미격교학%병리생이학%실험교학
Microteaching%Pathophysiology%Experimental teaching
目的：探讨微格教学法在病理生理学实验教学中的应用。方法将广西中医药大学2012级中西医结合专业120名学生随机分为实验组和对照组，各60名学生。实验组采用微格教学法：将学生分成若干小组，对各小组进行10~15 min的微格教学，并摄录学生技能训练过程的实况；其次小组成员在教师引导下反复观看实况录像，并与规范操作录像作对比，让学生直观地反馈自身操作细节的不足；然后再针对之前实况录像中的不足反复进行技能训练；最后由教师进行评议、总结；对照组以传统教学法为主进行实验授课。结果实验组学生操作考试成绩平均分为（83.7±6.8），对照组平均分为（76.1±7.2），实验组成绩优于对照组，差异有统计学意义（P=0.000）。实验教学满意度调查显示，91.7%的学生对微格教学方式表示满意，实验组教学满意度高于对照组，两组比较差异有统计学意义（P=0.03）。结论将微格教学法引入到病理生理学实验教学中，能够增强学生的实验操作能力，激发练习的主动性和积极性，提高了病理生理学实验教学质量，值得应用、推广。
目的：探討微格教學法在病理生理學實驗教學中的應用。方法將廣西中醫藥大學2012級中西醫結閤專業120名學生隨機分為實驗組和對照組，各60名學生。實驗組採用微格教學法：將學生分成若榦小組，對各小組進行10~15 min的微格教學，併攝錄學生技能訓練過程的實況；其次小組成員在教師引導下反複觀看實況錄像，併與規範操作錄像作對比，讓學生直觀地反饋自身操作細節的不足；然後再針對之前實況錄像中的不足反複進行技能訓練；最後由教師進行評議、總結；對照組以傳統教學法為主進行實驗授課。結果實驗組學生操作攷試成績平均分為（83.7±6.8），對照組平均分為（76.1±7.2），實驗組成績優于對照組，差異有統計學意義（P=0.000）。實驗教學滿意度調查顯示，91.7%的學生對微格教學方式錶示滿意，實驗組教學滿意度高于對照組，兩組比較差異有統計學意義（P=0.03）。結論將微格教學法引入到病理生理學實驗教學中，能夠增彊學生的實驗操作能力，激髮練習的主動性和積極性，提高瞭病理生理學實驗教學質量，值得應用、推廣。
목적：탐토미격교학법재병리생이학실험교학중적응용。방법장엄서중의약대학2012급중서의결합전업120명학생수궤분위실험조화대조조，각60명학생。실험조채용미격교학법：장학생분성약간소조，대각소조진행10~15 min적미격교학，병섭록학생기능훈련과정적실황；기차소조성원재교사인도하반복관간실황록상，병여규범조작록상작대비，양학생직관지반궤자신조작세절적불족；연후재침대지전실황록상중적불족반복진행기능훈련；최후유교사진행평의、총결；대조조이전통교학법위주진행실험수과。결과실험조학생조작고시성적평균분위（83.7±6.8），대조조평균분위（76.1±7.2），실험조성적우우대조조，차이유통계학의의（P=0.000）。실험교학만의도조사현시，91.7%적학생대미격교학방식표시만의，실험조교학만의도고우대조조，량조비교차이유통계학의의（P=0.03）。결론장미격교학법인입도병리생이학실험교학중，능구증강학생적실험조작능력，격발연습적주동성화적겁성，제고료병리생이학실험교학질량，치득응용、추엄。
Objective To investigate the application of microteaching in experimental teaching of pathophysiology. Methods A total of 120 integrated Western and Chinese medicine major students were randomly divided into experimental group (n=60) and control group (n=60). The experimental group accepted microteaching method. First, students were divided into several groups, teacher gave every group 10~15 minutes microteaching and shot the video of training process; second, students watched the video to find their deficiency with the help of teacher; and then students overcame the deficiency by repeated practice;last, the teacher gave evaluation. The control group adopted traditional method. Results The average test results of experimental group were (83.7±6.8), while the average test results of control group were ( 76 . 1 ± 7 . 2 ) , so the average test results of experimental group were higher than that of control group (P=0.000). In teaching satisfaction survey, 91.7%students were satisfied with the microteaching mode, and the satisfaction of experimental group were higher than that of control group (P=0.03). Conclusion The application of microteaching in experimental teaching of pathophysiology can improve students' experimental skills, increase students' interest in learning and improve the quality of pathophysiology teaching.
