结合的BOPPPS和CBL教学方法增强了学生在病理学实验课程的学习
Lirong Xu1, Changpo Lin2, Chenjian Hou1
1School of Integrative Medicine, Shanghai University of Traditional Chinese Medicine, Shanghai, China.
Advances in physiology education
|April 2, 2025
概括
桥梁,客观,预评估,参与式学习,后评估和总结 (BOPPPS) 教学模式结合基于案例的学习 (CBL) 显著改善了中国和西方医学学生的综合病理学分数. 这种创新方法可以提高学术成绩和临床思维能力.
科学领域:
- 医学教育 医学教育
- 传统中国医药 传统中国医药
- 病理学教育教育 病理学教育
背景情况:
- 综合中国和西方医学课程的学生经常与基础病理学知识扎,影响专业发展.
- 有效的教学策略对于提高这个专业领域的学习体验和学术成果至关重要.
研究的目的:
- 评估桥梁,客观,预评估,参与式学习,后评估和总结 (BOPPPS) 教学模式与病理学实验课程中的基于案例的学习 (CBL) 结合的有效性.
- 评估这种综合教学方法对学生学业成绩和满意度的影响.
主要方法:
- 38名学生被分为两组:一组接受传统教学,另一组采用BOPPPS-CBL方法.
- 学业成绩是通过课程成绩来衡量的,学生满意度是通过问卷调查来评估的.
主要成果:
- 在BOPPPS-CBL组中,平均病理学实验课程得分显著增加 (3.36至3.64,P<0.05).
- 在BOPPPS-CBL组中,获得C级成绩的学生比例从10%降至0%.
- 病理学理论课程的表现也得到了改善,特别是临床思维能力评估.
结论:
- 整合BOPPPS和CBL模型有效地增强了中国和西方医学学生的综合病理学教育.
- 这种教学策略提高了学业成绩,临床思维能力和学生满意度,为TCM高等教育提供了有价值的模型.
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