微课-CPT教学在病理学课程中的应用及效果评价

张玉辉　陈振文　王艳华　张朝霞　徐义荣　柴菲

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微课-CPT教学在病理学课程中的应用及效果评价

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- 微课-CPT教学在病理学课程中的应用及效果评价
- Application and evaluation of micro-lecture-CPT teaching method in pathology teaching
- 中华医学教育探索杂志 2018年17卷第5期
- 作者机构：
  
  1. 山西医科大学汾阳学院病理学教研室（张玉辉
  2. 陈振文
  3. 张朝霞
  4. 徐义荣
  5. 柴菲），英语教研室（王艳华）
- 作者简介：
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- DOI：
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- 纸质出版日期：2018，
- 稿件说明：
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张玉辉　陈振文　王艳华　张朝霞　徐义荣　柴菲. 微课-CPT教学在病理学课程中的应用及效果评价[J]. 中华医学教育探索杂志, 2018,17(5).

Application and evaluation of micro-lecture-CPT teaching method in pathology teaching[J]. 2018,17(5).
张玉辉　陈振文　王艳华　张朝霞　徐义荣　柴菲. 微课-CPT教学在病理学课程中的应用及效果评价[J]. 中华医学教育探索杂志, 2018,17(5). DOI：

Application and evaluation of micro-lecture-CPT teaching method in pathology teaching[J]. 2018,17(5). DOI：

摘要

目的　探讨微课-CPT（case，problem and team-based learning，CPT）教学在病理学课程中的应用效果。方法　将236名2015级医学影像学本科生分为两组，实验组（118人）采用微课-CPT教学，对照组（118人）采用传统教学。实验组教学课前利用网络互动平台共享与病理学理论课和实验课相关的大纲、微课、多媒体课件、病例及相关的问题。课上采用基于“以学生为中心，以教师为主导”的方式就问题进行小组讨论。采用问卷调查和考试成绩比较分析两组教学效果的差异。所得数据采用SPSS 13.0统计软件处理，组间比较采用t检验。结果　实验组基础理论得分[（57.86±2.32） vs. （58.23±2.06）]低于对照组；而病例成绩和实验成绩得分[（11.27±1.24） vs. （7.40±0.90）；（18.04±0.87） vs. （14.75±0.93）]明显高于对照组，差异有统计学意义（P<0.05）。问卷调查显示，微课-ＣＰＴ教学在提高学习兴趣、促进自主学习，以及提高解决问题的能力、培养临床思维能力和培养团队合作精神等方面所获评价均高于传统教学。结论　微课-CPT教学在病理学课程中取得了良好的效果，适应现代教学改革的发展趋势，值得借鉴和推广

Abstract

Objective　To explore the effect of micro-lecture-CPT teaching method (case

problem and team-based learning

CPT) used in pathology teaching. Methods　236 medical imaging undergraduates from Grade 2015 were selected and divided into two groups equally. The experimental group (118 people) used the micro-lecture-CPT teaching method

and the control group (118 people) used the traditional teaching method. The students in the experimental group used the interactive platform on the internet to share the resource in combination with pathological theory and experiment

including curriculum

micro-lecture

multimedia courseware

clinical case and the related questions before class.In class

the questions were discussed in groups based on student centered

teacher guide. Questionnaire survey and test scores were used to collect data and analyze the differences between the two groups. SPSS 13.0 was applied to processing the data. Measurement data were expressed as mean plus or minus standard deviation

and t test was used in the comparison between groups. Results　The average score of basic theoretical examination in the experimental group was lower than that of the traditional teaching group [(57.86±2.32) vs. (58.23±2.06)]; While the case score and experimental score in the experimental group were significantly higher than those of the traditional teaching group [(11.27±1.24) vs. (7.40±0.90); (18.04±0.87) vs. (14.75±0.93)]. And the differences were statistically significant (P<0.05). Questionnaire survey demonstrated that the ex-perimental group students' evaluation on the learning of micro-lecture-CPT teaching was higher than the control group's evaluation on traditional teaching in the aspects of improving students' learning interest

promoting autonomous learning and problem solving skills

cultivating clinical thinking ability and team cooperation spirit. Conclusion　Micro-lecture-CPT teaching method conforms to the trend of modern teach-ing reform and achieves good effect in pathology teaching

so it is worth recommending and popularizing.

关键词

微课-CPT教学　病理学　教学改革　评价

Keywords

Micro-lecture-CPT teaching method　Pathology　Teaching reform　Evaluation

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