Application of PBL combined with mind mapping and the situational teaching in cardiology teaching of rural doctors

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Application of PBL combined with mind mapping and the situational teaching in cardiology teaching of rural doctors

更新时间：2024-09-19

- Application of PBL combined with mind mapping and the situational teaching in cardiology teaching of rural doctors
- Vol. 20, Issue 11, Pages: 1241-1244(2021)
- 作者机构：
  
  1. 首都医科大学延庆教学医院内科学教研室
  2. 首都医科大学延庆教学医院科教科
  3. 首都医科大学燕京医学院
- 作者简介：
- 基金信息：
- DOI：
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- Published：2021，
- 稿件说明：
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Application of PBL combined with mind mapping and the situational teaching in cardiology teaching of rural doctors. [J]. 20(11):1241-1244(2021)
DOI：

Application of PBL combined with mind mapping and the situational teaching in cardiology teaching of rural doctors. [J]. 20(11):1241-1244(2021) DOI：

摘要

目的　探讨以问题为基础的学习（problem-based learning，PBL）结合思维导图及情景教学在乡医心内科教学中的应用效果。方法　选择2017级乡医20名和2018级乡医24名为研究对象；2018级为试验组（采用PBL结合思维导图及情景教学）和2017级为对照组（采用传统教学）；通过课堂测试和问卷调查来比较两组学生对授课内容的掌握程度、学习效果和对教师的满意度。采用SPSS 18.0统计软件进t检验、秩和检验和卡方检验。结果　试验组心内科的理论成绩高于对照组成绩，差异有统计学意义（P<0.05）；学习效果评价中学习兴趣和主动性（Z=-3.606，P<0.001）、课堂吸引力（Z=-3.455，P=0.001）、知识点易懂（Z=-3.757，P<0.001）及知识易掌握（Z=-4.259，P<0.001）这4项指标评分试验组高于对照组；学生对教师满意度调查中，课堂气氛活跃（χ2=4.556，P<0.05）、方法灵活（χ2=12.813，P<0.05）、满意（P<0.05）、理论联系实际（P<0.05）和启发思维（χ2=21.042，P<0.05）这5项指标，试验组满意度均大于对照组。结论　PBL结合思维导图及情景教学应用在乡医的心内科教学中效果好，值得在基层中推广

Abstract

Objective　To explore the application effect of problem-based learning (PBL) combined with mind mapping and situational teaching in cardiology teaching of rural doctors. Methods　Twenty rural doctors of Batch 2017 and 24 rural doctors of Batch 2018 were selected as study subjects

and they were divided into the experimental group (Batch 2018) taught by PBL combined with mind mapping and situational teaching and the control group (Batch 2017) taught by traditional teaching. Classroom tests and questionnaires were used to compare the students' mastery of the teaching content

and the teaching effect and student feedback were evaluated. SPSS 18.0 was performed for t test

rank-sum test and χ2 test. Results　The theoretical results of the experimental group were significantly higher than those of the control group (P<0.05). The scores of learning interest and initiative (Z=-3.606

P<0.001)

classroom attraction (Z=-3.455

P=0.001)

understanding (Z=-3.757

P<0.001) and mastering (Z=-4.259

P<0.001) in the study effect evaluation of the experimental group were significantly higher than those of the control group. The satisfaction to teachers about active classroom atmosphere ( χ2=4.556

P<0.05)

flexible methods ( χ2=12.813

P<0.05)

satisfaction (P<0.05)

theory with practice (P<0.05)

and thinking inspiration ( χ2=21.042

P<0.05) of the experimental group were significantly greater than those of the control group. Conclusion　PBL combined with mind mapping and situational teaching has a good effect on the teaching of cardiology of rural doctors

and it is worthy of promotion in the grassroots.

关键词

思维导图　以问题为基础的学习　情景教学　乡医

Keywords

Mind mapping　Problem-based learning　Situational teaching　Rural doctors

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