《放射影像诊断学》基于BOPPPS课堂重构混合式教学的探索与实践

陈婷; 郭大静; 刘洋洋; 方正; 何晓静

doi:10.3760/cma.j.cn116021-20220810-01377

您当前的位置：

首页 >

文章列表页 >

《放射影像诊断学》基于BOPPPS课堂重构混合式教学的探索与实践

教学改革 | 更新时间：2023-09-01

- 《放射影像诊断学》基于BOPPPS课堂重构混合式教学的探索与实践
- Exploration and practice of the blended teaching model based on BOPPPS classroom reconstruction in Diagnostic Radiology
- 中华医学教育探索杂志 2023年22卷第8期页码：1163-1167
- 作者机构：
  
  重庆医科大学附属第二医院放射科，重庆　400010
- 作者简介：
  
  郭大静，Email：guodaj@163.com
- 基金信息：
  
  重庆市教育委员会2022年高等教育教学改革研究项目(223124);重庆医科大学第二临床学院2022年院级教育教学研究项目(YJ2022-01)
- DOI：10.3760/cma.j.cn116021-20220810-01377
  中图分类号： R814
- 纸质出版日期：2023-08-20，
  
  收稿日期：2022-08-10，
扫描看全文
陈婷, 郭大静, 刘洋洋, 等. 《放射影像诊断学》基于BOPPPS课堂重构混合式教学的探索与实践[J]. 中华医学教育探索杂志, 2023, 22(8): 1163-1167.

Chen Ting, Guo Dajing, Liu Yangyang, et al. Exploration and practice of the blended teaching model based on BOPPPS classroom reconstruction in Diagnostic Radiology[J]. Chinese Journal of Medical Education Research, 2023,22(8):1163-1167.
陈婷, 郭大静, 刘洋洋, 等. 《放射影像诊断学》基于BOPPPS课堂重构混合式教学的探索与实践[J]. 中华医学教育探索杂志, 2023, 22(8): 1163-1167. DOI： 10.3760/cma.j.cn116021-20220810-01377.

Chen Ting, Guo Dajing, Liu Yangyang, et al. Exploration and practice of the blended teaching model based on BOPPPS classroom reconstruction in Diagnostic Radiology[J]. Chinese Journal of Medical Education Research, 2023,22(8):1163-1167. DOI： 10.3760/cma.j.cn116021-20220810-01377.

摘要

目的

探索《放射影像诊断学》基于BOPPPS教学模型[导入（bridge-in）、学习目标

（objective）

、前测（pre-assessment）、参与式学习（participatory-learning）、后测（post-assessment）、总结（summary）]课堂重构的混合教学模式的可行性和有效性。

方法

选取2017级和2018级医学影像系本科学生作为研究对象，2018级为观察组，采用基于BOPPPS课堂重构的混合教学进行授课；2017级为对照组，采用传统理论大课方式进行授课。待课程结束后，分别随机从观察组和对照组中抽取80名学生进行成绩分析及教学评价。采用SPSS 26.0进行

检验。

结果

观察组总成绩为（82.66±6.18）分，对照组总成绩为（76.47±5.42）分，观察组的作业成绩、课程讨论、期末成绩优于对照组（

0.05）。观察组自评调查中“影像基础知识的理解”“综合诊断思维能力的提高”“激发学习兴趣、拓宽视野”和“临床胜任力培养”几个方面的评价高于对照组（

0.05）。

结论

基于BOPPPS课堂重构的混合教学适用于《放射影像诊断学》课程教学，丰富了教学手段和方法，增强了课堂参与性与互动性，拓展了教学空间与教学内容。

Abstract

Objective

To investigate the feasibility and effectiveness of the blended teaching model for diagnostic radiology based on BOPPPS classroom reconstruction

i.e.

bridge-in

objective

pre-assessment

participatory-learning

post-assessment

and summary.

Methods

The undergraduate students in the classes of 2017 and 2018 in Department of Medical Imaging were selected as research subjects. The students in the class of 2018 were established as observation group and received the innovative blended teaching model based on BOPPPS classroom reconstruction

and those in the class of 2017 were established as control group and received teaching with traditional theoretical lectures. At the end of the course

80 students were randomly selected from the observation group and the control group for performance analysis and teaching evaluation. SPSS 26.0 was used to perform the

-test.

Results

The observation group had a total score of (82.66±6.18)

while the control group had a total score of (76.47±5.42)

and compared with the control group

the observation group had significantly higher scores of homework score

course discussion

and final examination (

0.05). Compared with the control group

the observation group had significantly higher scores of "understanding of the basic knowledge of imaging"

"improvement of comprehensive diagnostic thinking ability"

"stimulating the interest in learning and expanding horizons"

and "cultivating clinical competence" in the self-evaluation survey (

0.05).

Conclusion

The blended teaching model based on BOPPPS classroom reconstruction is suitable for the teaching of radiology diagnostics. It not only enriches teaching means and methods and enhances classroom participation and interaction

but also expands teaching space and teaching content.

关键词

放射影像BOPPPS混合式教学课堂重构

Keywords

Radiographic imagingBOPPPSBlended teachingClassroom reconstruction

references

黄民江，董晓军，管海辰，等. “新医科” 背景下医学影像技术人才校企协同培养与实践研究[J]. 医学教育研究与实践， 2021， 29（4）： 502-505， 523. DOI: 10.13555/j.cnki.c.m.e.2021.04.003http://dx.doi.org/10.13555/j.cnki.c.m.e.2021.04.003.

彭娟，吕发金，李咏梅，等. 《医学影像学》线上、线下混合式教学模式探讨[J]. 中华医学教育探索杂志， 2022， 21（2）： 168-171. DOI: 10.3760/cma.j.cn116021-20210610-00757http://dx.doi.org/10.3760/cma.j.cn116021-20210610-00757.

刘文燕，王小琳，何晓静，等. 基于超星学习通的SPOC教学模式在老年护理学中的应用[J]. 卫生职业教育， 2022， 40（8）86-88. DOI: 10.12102/j.issn.2095-8668.2021.05.018http://dx.doi.org/10.12102/j.issn.2095-8668.2021.05.018.

沈旭君，王灵聪，冯晓红. BOPPPS教学法在西医诊断学理论教学中的应用[J]. 中国高等医学教育， 2016（7）： 99-100. DOI: 10.3969/j.issn.1002-1701.2016.07.050http://dx.doi.org/10.3969/j.issn.1002-1701.2016.07.050.

初晓，石博. 从学生教学满意度影响因素透视实验课程教学改革[J]. 中国现代教育装备， 2019（11）： 80-82. DOI: 10.3969/j.issn.1009-5195.2016.06.008http://dx.doi.org/10.3969/j.issn.1009-5195.2016.06.008.

李静，赵常丽. 基于结构方程模型的高校课堂教学质量满意度统计评估：基于青海省1000份问卷[J]. 教育导刊（上半月）， 2017（8）： 76-82. DOI: 10.16215/j.cnki.cn44-1371/g4.2017.08.016http://dx.doi.org/10.16215/j.cnki.cn44-1371/g4.2017.08.016.

李玮，李强，殷茜，等. “线上线下” 混合教学模式在医学影像教学中的设计与实践[J]. 现代医用影像学， 2021， 30（4）790-792. DOI: 10.3969/j.issn.1672-2779.2020.06.007http://dx.doi.org/10.3969/j.issn.1672-2779.2020.06.007

Cooke PC, Hajamohideen N, Gooneratne H. Developing a blended learning postgraduate teaching programme in anaesthesia: pandemic and beyond [J]. Postgrad Med J, 2022, 98(1161): 559-563. DOI: 10.1136/postgradmedj-2021-140155http://dx.doi.org/10.1136/postgradmedj-2021-140155.

杜娜，刘叶，于洋，等. BOPPPS联合CBL教学法在内科护理实践课中的应用[J]. 卫生职业教育， 2022， 40（6）98-100. DOI: 10.3969/j.issn.1009-5519.2021.03.045http://dx.doi.org/10.3969/j.issn.1009-5519.2021.03.045

吴绯红，赵煌旋. 医学影像+人工智能的发展、现状与未来[J]. 临床放射学杂志， 2022， 41（4）： 764-767. DOI: 10.3969/j.issn.1674-1633.2020.10.010http://dx.doi.org/10.3969/j.issn.1674-1633.2020.10.010.

浏览量

下载量

CSCD

文章被引用时，请邮件提醒。

提交

工具集

关联资源

BOPPPS联合多种教学方法在小儿传染病学见习课程中的应用

虚拟仿真结合翻转课堂在老年人跌倒护理实验教学中的应用

基于“互联网+”的混合式教学在《物质代谢》智慧课堂中的实践

《组织学与胚胎学》混合式教学的实践探索

儿童口腔医学课程中口腔遗传病单课BOPPPS教学实践