放射学教育中的混合BOPPPS模型:儿科本科生的案例研究
Wei-Qin Cheng1, Ling He1, Jin-Hua Cai1
1The Pediatric College, Children's Hospital of Chongqing Medical University, No.136, Zhongshan 2nd RD, Yuzhong District, Chongqing, 400014, China.
BMC medical education
|May 10, 2025
概括
混合BOPPPS教学模式改善了儿科本科放射学教育,与传统方法相比,提高了学生的表现和满意度. 这种创新方法为医学培训提供了有价值的替代方案.
科学领域:
- 医学教育 医学教育
- 放射学培训 放射学培训
- 儿科本科研究 儿科本科研究
背景情况:
- 传统的基于讲座的学习 (LBL) 在放射学教育中很常见.
- 混合BOPPPS (桥接,客观,预评估,参与式学习,后评估,总结) 模型提供了一个结构化的替代方案.
- 评估新的教学方法对于改善医学培训成果至关重要.
研究的目的:
- 评估混合BOPPPS教学模式的应用和有效性.
- 将混合BOPPPS模型与放射学教育中的传统LBL进行比较.
- 评估对儿科本科生学习和满意度的影响.
主要方法:
- 一项涉及重庆医科大学418名儿科本科生的回顾性研究.
- 两个组进行了比较:传统的LBL (n=213) 和混合的BOPPPS (n=205).
- 综合成绩 (培训和毕业考试) 和学生问卷被用于评估,对多次比较进行Bonferroni校正.
主要成果:
- 与LBL相比,混合BOPPPS组在形成性评估,最终考试和综合成绩方面表现出适度但显著的改善.
- 在BOPPPS组的学生报告了更高的课程热情,诊断推理,图像解释技能和教师与学生的互动.
- 在BOPPPS组中,整体课程满意度和有效性显著更高,在学习压力上没有显著差异.
结论:
- 混合BOPPPS模型是五年制儿科本科生放射学教育的有效教学方法.
- 这个模型显示了提高学生参与度和学习成果的潜力.
- 建议使用BOPPPS模型,因为它对放射学培训有积极的影响.
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