随堂测验+纠错教学法在《诊断学实验》教学中的应用

陈玉娟; 刘敏; 林秀萍; 王珺; 谭颖; 李先强

doi:10.16766/j.cnki.issn.1674-4152.002785

随堂测验+纠错教学法在《诊断学实验》教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002785

陈玉娟¹,
刘敏¹,
林秀萍¹,
王珺²,
谭颖¹,
李先强^3, ,

1.
山东中医药大学实验中心, 山东济南 250355
2.
山东中医药大学第二附属医院呼吸与危重症医学科, 山东济南 250001
3.
山东中医药大学第一临床医学院, 山东济南 250011

基金项目:

山东省本科高校教学改革研究项目 M2021371

山东省本科高校教学改革研究项目 M2020292

山东省专业学位研究生教学案例库项目 SDYAL21057

山东省专业学位研究生教学案例库项目 SDYAL20052

山东中医药大学教学成果奖培育项目 CGPY2019018

详细信息

通讯作者:
李先强, E-mail: naoshenjingwaike@126.com

中图分类号: R192R44
计量
- 文章访问数: 110
- HTML全文浏览量: 33
- PDF下载量: 5
- 被引次数: 0
出版历程
- 收稿日期: 2022-09-29
- 网络出版日期: 2023-02-07

Application of in-class test + error correction teaching method in the teaching of Diagnostics Experiment

1.
Experimental Center of Shandong University of Traditional Chinese Medicine, Jinan, Shandong 250355, China

摘要

摘要: 目的探讨随堂测验+纠错教学法在《诊断学实验》教学中的应用效果，及其对于提高医学生执业医师实践技能的作用。方法于2021年3—6月期间在山东中医药大学有《诊断学实验》课程设置的班级中选取实验组(中医学2018级本科生121人)与对照组(中医学惠民班与全科医学班2018级本科生112人)。对照组采用传统教学方法。实验组在传统教学方式的基础上，采用随堂测验+纠错教学法，即在学生测试演练过程中老师实时指出被测验同学操作的错误并给予指正，必要时进行分析讲解。效果评价分为2个部分：2组学生的《诊断学实验》期末考试成绩比较；实验组以调查问卷的形式了解学生对于在《诊断学实验》课程中应用随堂测验+纠错教学法的反馈，以评价其应用效果。结果实验组的期末考试成绩为(90.64±2.58)分，对照组为(84.61±8.58)分，2组比较差异有统计学意义(t=7.154，P < 0.001)，实验组优于对照组。实验组行问卷调查，共回收有效问卷109份，结果显示应用随堂测试+纠错教学法的教学效果良好，认可度较高，学生普遍认为该教学方式能够规范操作、促进理解、强化记忆。结论随着《诊断学实验》课程课时的增加，在教学过程中加用随堂测验+纠错教学法的教学效果优于传统教学法，有助于提高医学生的临床执业医师实践技能，可以推广应用。
- 随堂测验 /
- 纠错 /
- 教学法 /
- 诊断学实验
Abstract: Objective To explore the application effect of in-class test + error correction teaching method on the course of Diagnostics Experiment and to improve the practical skills of medical students as practicing physicians. Methods The study was conducted from March 2021 to June 2021 at Shandong University of Chinese Medicine during the Diagnostics Experiment curriculum classes of the experimental (traditional Chinese medicine 2018 undergraduates, 121 students) and control groups (traditional Chinese medicine Huimin class of 2018 undergraduates of general medicine, 112 students). The traditional teaching method was adopted in the control group. The experimental group adopted the basis of the traditional teaching method + error correction method with the in-class test, that was, in the student test drill, the teacher pointed out the operation mistakes of the tested students in real time and corrected them and analysed and explained them when necessary. The effect evaluation was divided into two parts: one was the comparison of the final examination scores of the two groups of students; the second was the use of questionnaires in the experimental group to understand student feedback on the application of in-class test + error correction teaching method in the course of Diagnostics Experiment to evaluate its application effect. Results The final exam scores of the experimental and control groups were (90.64±2.58) and (84.61±8.58) points, respectively, and the difference was statistically significant (t=7.154, P < 0.001). The experimental group was superior to the control group. A questionnaire survey was conducted on the experimental group, and 109 valid questionnaires were collected. The results showed that the teaching method of in-class test + error correction had good teaching effect and high recognition. Students generally believed that the teaching method can be used to standardise operations, promote understanding and strengthen memory. Conclusion With the increase in the teaching hours of Diagnostics Experiment, the teaching effect of in-class test + error correction teaching method is better than that of traditional teaching method, which is helpful to improve the clinical practice skills of medical students and can be popularised and applied.
- In-class test /
- Error correction /
- Teaching method /
- Diagnostics Experiment

HTML全文

表 1 临床实践技能考试评分表

Table 1. Evaluation table of clinical practice skills examination

班级		姓名
学号		题号
内容	满分	扣分原因	得分
个人准备	5
物品准备	5
人文关怀	5
患者准备	5
具体操作(考官可设置提问，占10分)	80
总分	100	合计得分
考核日期		考官签字

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表 2 《诊断学实验》课程开放式随堂测验+纠错教学方式认可程度的调查问卷表

Table 2. Survey questionnaire on the recognition degree of open in-class test + error correction teaching method in diagnostics experiment course

项目	认可度的选择
项目	非常认可	基本认可	勉强认可	不认可
1.总体对于开放式随堂测验+纠错教学方式的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
2.这种教学方法适用于诊断学实验课课时的增加、诊断学理论课时的缩减	非常认可□	基本认可□	勉强认可□	不认可□
3.对于每次课采用随堂测验+纠错教学方式的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
4.对于这种教学方式能够及时纠正错误的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
5.对于这种教学方式能够充分利用诊断学实验课堂时间的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
6.对于诊断学实验课程采用这种教学方式的授课老师的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
7.对于诊断学实验课程采用这种教学方式的测试内容涵盖重点内容的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
8.对于诊断学实验课采用这种教学方式的测试内容简化合理、易懂易记的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
9.与传统临床实验课授课方式比较，通过采用这种教学方式能提高课堂效率，减轻课后理解、记忆负担	非常认可□	基本认可□	勉强认可□	不认可□
10.这种教学方式在授课内容上不是简单的重复，可以采用的认可程度	非常认可□	基本认可□	勉强认可□	不认可□
11.这种随堂测验+纠错的教学方式可以起到督促同学课后复习和加强练习的作用	非常认可□	基本认可□	勉强认可□	不认可□
12.这种教学方式能体现学生的主体地位，加强学生语言表达能力	非常认可□	基本认可□	勉强认可□	不认可□
13.这种开放式的演练测试可以起到以点带面，考一个等于考小组内的所有成员，反复学习的作用	非常认可□	基本认可□	勉强认可□	不认可□
14.这种教学方式可以起到使学生提前感受参加执业医师实践技能考试的模拟作用	非常认可□	基本认可□	勉强认可□	不认可□

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表 3 《诊断学实验》课程开放式随堂测验+纠错教学方式认可程度的调查问卷分析[人(%)]

Table 3. Questionnaire analysis of the approval degree of open in-class test + error correction teaching method in diagnostics experiment course[people(%)]

项目序号^a	非常认可	基本认可	勉强认可	不认可
1	91(83.49)	18(16.51)	0	0
2	77(70.64)	24(22.02)	5(4.59)	3(2.75)
3	91(83.49)	16(14.68)	2(1.83)	0
4	98(89.91)	11(10.09)	0	0
5	91(83.49)	15(13.76)	3(2.75)	0
6	96(88.07)	13(11.93)	0	0
7	90(82.57)	18(16.51)	1(0.92)	0
8	91(83.49)	16(14.68)	2(1.83)	0
9	84(77.06)	24(22.02)	1(0.92)	0
10	94(86.24)	15(13.76)	0	0
11	89(81.65)	20(18.35)	0	0
12	88(80.73)	21(19.27)	0	0
13	82(75.23)	24(22.02)	3(2.75)	0
14	96(88.07)	12(11.01)	1(0.92)	0
注：^a项目内容同表 2。非常认可、基本认可、勉强认可、不认可的均值分别为89.86(82.44%)、17.64(16.18%)、1.29(1.19%)、0.21(0.19%)。

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