Objective

2

To explore the effects of participatory interactive teaching in the clinical internship course of pediatric infectious diseases.

Methods

2

217 undergraduate students of grade 2018 majoring in pediatrics were selected as the experimental group

and 208 undergraduate students of grade 2017 majoring in pediatrics were selected as the control group. The experimental group used the teaching method of BOPPPS combined with case-based learning and team-based learning

while the control group adopted the traditional teaching method. Evaluate the learning effectiveness by comparing the formative evaluation and theoretical exam scores of the two groups

and a questionnaire survey was conducted for the students in the experimental group to investigate teaching feedback. SPSS 19.0 was used to perform the

t

test for data analysis.

Results

2

The experimental group had significantly better scores than the control group in final theoretical examination [(75.04±9.12) vs. (71.03±9.51)

P

<

0.05] and formative evaluation [(81.03±6.13) vs. (70.02±10.32)

P

<

0.05]. According to the results of the questionnaire survey on teaching satisfaction

the students were satisfied with the interactive participatory teaching method in the four aspects of improving learning interest

improving learning ability

classroom satisfaction level

and course acceptance level.

Conclusions

2

The pragmatic teaching reform in the internship of pediatric infectious diseases is highly accepted by students and beneficial to improving students' clinical thinking ability and comprehensive quality

which is worth further application and promotion.