基于OBE教育理念运用SPOC联合CBL教学模式与单用SPOC教学模式在《中医急诊学》教学中的比较研究

中华养生保健 ›› 2024, Vol. 42 ›› Issue (14): 74-77.

基于OBE教育理念运用SPOC联合CBL教学模式与单用SPOC教学模式在《中医急诊学》教学中的比较研究

陈骏¹, 陈星月¹, 邓石坤², 陶恬¹, 段宇辰¹, 张楷晨¹, 高培阳^1,*

1.成都中医药大学附属医院重症医学科,四川成都,610032;
2.成都市中西医结合医院重症医学科,四川成都,610017

出版日期:2024-07-16 发布日期:2024-07-08
通讯作者: ^*高培阳,E-mail：gaopy930@126.com。
作者简介:陈骏（1982—）,男,汉族,籍贯：四川省成都市,硕士研究生,副主任医师,研究方向：中西医结合危重症。
基金资助:
成都中医药大学教育教学改革课题（JGJD202011）

A Comparative Study of the Application of the OBE Educational Concept Using the SPOC Combined with CBL Teaching Model and the Single-Use SPOC Teaching Model in the Teaching of Emergency Medicine in Traditional Chinese Medicine

CHEN Jun¹, CHEN Xing-yue¹, DENG Shi-kun², TAO Tian¹, DUAN Yu-chen¹, ZHANG Kai-chen¹, GAO Pei-yang^1,*

1. Department of Critical Care Medicine, Affiliated Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu Sichuan 610072, China;
2. Intensive Care Department of Chengdu Integrated Traditional Chinese and Western Medicine Hospital, Chengdu Sichuan 610072, China

Online:2024-07-16 Published:2024-07-08

摘要/Abstract

摘要： 目的探讨基于OBE教育理念下运用SPOC联合CBL教学模式与单用SPOC教学模式在《中医急诊学》教学中的效果比较。方法选择2021年9月—2022年2月成都中医药大学需修《中医急诊学》的中医学专业两个班级共82名学生作为研究对象,采用随机数表法将其随机分成2组,其中对照组41名,采用SPOC教学模式,观察组41名,采用SPOC联合CBL教学模式,通过理论考试成绩、病例分析成绩、教学满意度对两组学生进行教学效果评价。结果对照组理论考试成绩与观察组比较,差异无统计学意义（P>0.05）,而观察组病例分析成绩明显高于对照组,差异有统计学意义（P<0.05）,同时观察组教学满意度明显高于对照组,差异有统计学意义（P<0.05）。结论基于OBE教育理念运用SPOC联合CBL教学模式相对于SPOC教学模式,可显著提高学生分析与解决临床问题的能力,同时也是学生认可的学习方式,值得被广泛应用。

关键词: OBE教育理念, SPOC教学模式, CBL教学模式, 中医急诊学

Abstract: Objective To explore the comparative effectiveness of using the SPOC combined with CBL teaching model and the single-use SPOC teaching model in the teaching of "Emergency Medicine in Traditional Chinese Medicine" based on the OBE educational concept. Methods A total of 82 students majoring in traditional Chinese medicine at Chengdu University of Traditional Chinese Medicine participated in the study, taking the course "Emergency Medicine in Traditional Chinese Medicine" from September 2021 to February 2022. They were randomly divided into two groups: 41 students in the control group using the SPOC teaching model and 41 students in the observation group using the SPOC combined with CBL teaching model. The teaching effectiveness of the two groups was assessed based on theoretical exam scores, case analysis scores, and teaching satisfaction. Results There was no significant difference between the control group and the observation group in terms of theoretical exam scores (P>0.05). However, the observation group's case analysis scores were significantly higher than those of the control group, with a statistically significant difference (P<0.05). Additionally, the observation group's satisfaction with the teaching was significantly higher than that of the control group, with a statistically significant difference (P<0.05). Conclusion the use of the SPOC combined with CBL teaching model based on the OBE educational concept can significantly enhance students' ability to analyze and solve clinical problems compared to the single-use SPOC teaching model. This approach is also well-received by students and merits widespread application.

Key words: OBE educational concept, SPOC teaching model, CBL teaching model, Emergency medicine in traditional Chinese medicine

中图分类号:

R278

陈骏, 陈星月, 邓石坤, 陶恬, 段宇辰, 张楷晨, 高培阳. 基于OBE教育理念运用SPOC联合CBL教学模式与单用SPOC教学模式在《中医急诊学》教学中的比较研究[J]. 中华养生保健, 2024, 42(14): 74-77.

CHEN Jun, CHEN Xing-yue, DENG Shi-kun, TAO Tian, DUAN Yu-chen, ZHANG Kai-chen, GAO Pei-yang. A Comparative Study of the Application of the OBE Educational Concept Using the SPOC Combined with CBL Teaching Model and the Single-Use SPOC Teaching Model in the Teaching of Emergency Medicine in Traditional Chinese Medicine[J]. ZHONGHUA YANGSHENG BAOJIAN, 2024, 42(14): 74-77.

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