微课与虚拟仿真教学模式在《实验诊断学》教学中的应用

刁艳君; 周磊; 杨柳; 周柯; 张翔; 李蕊; 曹薇薇; 郝晓柯; 刘家云

doi:10.16766/j.cnki.issn.1674-4152.004182

微课与虚拟仿真教学模式在《实验诊断学》教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.004182

空军军医大学第一附属医院实验诊断学教研室, 陕西西安 710032

基金项目:

陕西省创新能力支撑计划项目 2021LXZX3-01

详细信息

通讯作者:
刘家云，E-mail：jiayun@fmmu.edu.cn

中图分类号: R192 R446
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- 文章访问数: 4
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- 被引次数: 0
出版历程
- 收稿日期: 2025-01-18
- 网络出版日期: 2025-11-17

Application of Micro-lecture and virtual simulation teaching mode in Experimental Diagnostics

Experimental Diagnosis Teaching and Research Office of the First Affiliated Hospital of Air Force Medical University, Xi' an, Shaanxi 710032, China

摘要

摘要: 目的《实验诊断学》是培养临床诊疗能力的关键课程，但目前实验教学存在指标关联复杂、实验资源不足和教学模式固化三大问题，亟须创新教学方法以提升培养质量。本研究旨在探讨微课与虚拟仿真教学模式在《实验诊断学》教学中的应用效果。方法以空军军医大学第一附属医院实验诊断学教研室收录的2020级五年制临床医学专业128名学生为对照组，实施传统教学模式；以2021级五年制临床医学专业的126名学生为观察组，在对照组基础上实施微课与虚拟仿真教学。比较2组考核成绩、认知、态度和行为(KAP)水平、教学效果、学习兴趣、教学满意度。结果观察组理论知识、实验操作及总成绩得分均高于对照组(P＜0.05)。学习后观察组KAP各维度得分、教学效果均高于对照组(P＜0.05)。观察组在提高知识记忆效果、学习效率、自主学习能力及临床思维能力方面效果均高于对照组(P＜0.05)。学习后观察组对实验诊断学的学习兴趣均高于对照组(P＜0.05)。观察组对教学方法、学习成果的总满意度均高于对照组[94.44%(119/126)vs. 83.59%(107/128)、92.06%(116/126)vs. 78.90%(101/128)，P＜0.05]。结论微课与虚拟仿真教学模式可与传统教学模式相互补充，不仅能提升学生考核成绩、学习兴趣及KAP水平，还对提高教学效果有益，更受学生认可。
- 微课 /
- 虚拟仿真教学模式 /
- 实验诊断学 /
- 考核成绩 /
- 教学效果
Abstract: Objective Experimental Diagnostics is recognized as a critical course for cultivating clinical diagnosis and treatment capabilities. However, current teaching faces three major challenges: complex correlations between indicators, insufficient experimental resources, and rigid teaching models, which necessitate innovative pedagogical approaches to enhance training quality. Therefore, this study investigates the application effectiveness of integrating micro-lectures and virtual simulation teaching models in the curriculum of Experimental Diagnostics. Methods A total of 128 students included in the experimental diagnosis teaching and research office of the First Affiliated Hospital of Air Force Medical University from the Grade 2020 five-year clinical medicine program were selected as the control group and received traditional teaching methods. Meanwhile, 126 students from the Grade 2021 five-year clinical medicine program were chosen as the observation group, in addition to the traditional methods, were exposed to a teaching model incorporating micro-lectures and virtual simulation. The assessment results, knowledge, attitude, and practice (KAP) level, teaching effect, learning interest, and teaching satisfaction of the two groups were compared. Results The theoretical knowledge, experimental operation, and total scores of the observation group were higher than those of the control group (P < 0.05). After learning, KAP scores and teaching effectiveness in the observation group were higher than those in the control group (P < 0.05). The effect of the observation group on improving knowledge memory, learning efficiency, autonomous learning ability, and clinical thinking ability were higher than those of the control group (P < 0.05). The study' s interest in experimental diagnostics in the observation group was higher than that in the control group after learning (P < 0.05). The satisfaction of teaching methods and learning results in the observation group was higher than that in the control group [94.44% (119/126) vs. 83.59% (107/128), 92.06% (116/126) vs. 78.90% (101/128), P < 0.05]. Conclusion Micro-lecture and virtual simulation teaching mode can complement the traditional teaching mode, which can not only improve students' assessment results, learning interest, and KAP level, but also improve the teaching effect and be recognized by students.
- Micro-lecture /
- Virtual simulation teaching mode /
- Experimental Diagnostics /
- Assessment results /
- Teaching effect

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表 1 2组学生考核成绩比较(x±s，分)

Table 1. Comparison of assessment scores between two groups of students(x±s, scores)

组别	人数	理论知识	实验操作	总成绩
观察组	126	50.24±3.48	34.21±2.17	84.45±5.05
对照组	128	49.25±3.67	33.68±2.02	82.93±5.01
t值		2.206	2.014	2.408
P值		0.028	0.045	0.017

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表 2 2组学生学习前后KAP水平比较(x±s，分

Table 2. Comparison of KAP levels before and after learning between two groups of students(x±s, scores)

组别	人数	认知		态度		行为
组别	人数	学习前	学习后	学习前	学习后	学习前	学习后
观察组	126	8.29±1.83	11.13±1.61	6.78±1.03	8.83±1.14	6.30±0.88	8.32±1.05
对照组	128	8.52±1.78	10.69±1.57	6.93±1.06	8.45±1.22	6.43±0.95	7.98±1.32
统计量		1.015^a	13.236^b	1.144^a	14.541^b	1.132^a	12.879^b
P值		0.311	＜0.001	0.254	＜0.001	0.259	＜0.001
注：^a为t值，^b为F值。

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表 3 2组学生教学效果比较[人数(%)]

Table 3. Comparison of teaching effectiveness between two groups of students[people(%)]

组别	人数	知识记忆效果		学习效率		自主学习能力		临床思维能力
组别	人数	能	否	能	否	能	否	能	否
观察组	126	116(92.06)	10(7.94)	119(94.44)	7(5.56)	112(88.89)	14(11.11)	109(86.51)	17(13.49)
对照组	128	99(77.34)	29(22.66)	105(82.03)	23(17.97)	96(75.00)	32(25.00)	95(74.22)	33(25.78)
χ²值		10.586		9.939		8.259		6.065
P值		0.001		0.002		0.004		0.014

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表 4 2组学生学习兴趣比较[人数(%)]

Table 4. Comparison of learning interest between two groups of students[people(%)]

组别	人数	学习前				学习后
组别	人数	非常喜欢	喜欢	一般	不喜欢	非常喜欢	喜欢	一般	不喜欢
观察组	126	13(10.32)	34(26.98)	33(26.19)	46(36.51)	70(55.56)	37(29.37)	13(10.32)	6(4.76)
对照组	128	15(11.72)	25(19.53)	39(30.47)	49(38.28)	55(42.97)	33(25.78)	26(20.31)	14(10.94)
Z值		0.525				2.489
P值		0.599				0.013

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表 5 2组学生教学满意度比较[人数(%)]

Table 5. Comparison of teaching satisfaction between two groups of students[people(%)]

组别	人数	教学方法
组别	人数	非常满意	满意	不满意	总满意度
观察组	126	66(52.38)	53(42.06)	7(5.56)	119(94.44)
对照组	128	54(42.19)	53(41.40)	21(16.40)	107(83.59)
统计量		2.042^a			7.622^b
P值		0.041			0.006

组别	人数	授课内容
组别	人数	非常满意	满意	不满意	总满意度
观察组	126	67(53.17)	46(36.51)	13(10.32)	113(89.68)
对照组	128	49(38.28)	64(50.00)	15(11.72)	113(88.28)
统计量		1.934^a			0.127^b
P值		0.053			0.721

组别	人数	学习成果
组别	人数	非常满意	满意	不满意	总满意度
观察组	126	63(50.00)	53(42.06)	10(7.94)	116(92.06)
对照组	128	51(39.84)	50(39.06)	27(21.09)	101(78.90)
统计量		2.199^a			8.833^b
P值		0.028			0.003
注：^a为Z值，^b为χ²值。

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