Abstract:

Objective　To evaluate the effect for applying the online-offline mixed teaching mode based on BOPPPS in clinical teaching of gastrooncology department. Methods　A total of 113 undergraduate interns at Department of Gastrooncology, Affiliated Cancer Hospital of Guangxi Medical University from January 2019 to December 2022 were selected for the prospective study. The 57 interns of 2018 grade were set as a control group, and the 56 interns of 2019 grade an experimental group. There were 23 males and 34 females in the control group; they were (22.37±0.85) years old. There were 26 males and 30 females in the experimental group; they were (22.06±0.79) years old. The control group adopted the traditional mixed teaching mode, and the experimental group the online-offline mixed teaching mode based on BOPPPS. The results of theoretical knowledge, professional skills, medical record writing, and student satisfaction were compared between two groups. t and χ² tests were used for the statistical analysis. Results　The scores of theoretical knowledge, professional skills, and medical record writing in the experimental group were higher than those in the control group (78.50±9.46 vs. 73.06±10.06, 97.09±3.19 vs. 85.35±3.30, and 97.32±0.69 vs. 89.59±6.14), with statistical differences (t=2.960, 19.209, and 9.352; all P<0.05). The students' self-study ability, study interest, operation skills, communication and expression ability, clinical thinking, team work ability, and satisfaction with teachers in the experimental group were higher than those in the control group [94.64% (53/56) vs. 77.68% (46/57), 91.07% (51/56) vs. 75.43% (43/57), 92.85% (52/56) vs. 73.68% (42/57), 89.28% (50/56) vs. 73.68% (42/57), 94.64% (53/56) vs. 77.19% (44/57), 92.85% (52/56) vs. 70.17% (40/57), and 96.42% (54/56) vs. 78.94% (45/57)], with statistical differences (χ²=5.058, 4.936, 7.424, 4.544, 7.077, 9.605, and 7.953; all P<0.05). Conclusion　Applying the online-offline mixed teaching mode based on BOPPPS in clinical teaching of gastrooncology department can improve teaching effect and students' satisfaction.

Key words:

Mixed teaching mode, BOPPPS, Gastrooncology department, Clinical teaching

摘要：

目的　探讨基于BOPPPS的线上线下混合教学模式在消化肿瘤内科临床带教中的应用效果。方法　采用前瞻性研究，选取2019年1月至2022年12月于广西医科大学附属肿瘤医院消化肿瘤内科实习轮转的113例本科实习生作为研究对象，其中2018级的57例本科实习生设为对照组，2019级的56例本科实习生设为试验组。对照组男23例、女34例，年龄（22.37±0.85）岁，采取传统混合教学模式；试验组男26例、女30例，年龄（22.06±0.79）岁，采取基于BOPPPS的线上线下混合教学模式。对比两组理论知识、专业技能、病历书写成绩及学生满意度。统计学方法采用t检验、χ²检验。结果　试验组理论知识、专业技能、病历书写成绩均高于对照组［（78.50±9.46）分比（73.06±10.06）分、（97.09±3.19）分比（85.35±3.30）分、（97.32±0.69）分比（89.59±6.14）分］，差异均有统计学意义（t=2.960、19.209、9.352，均P<0.05）。试验组学生自主学习、学习兴趣、操作技能、沟通和表达、临床思维、团队协作能力及指导老师满意度均高于对照组［94.64%（53/56）比77.68%（46/57）、91.07%（51/56）比75.43%（43/57）、92.85%（52/56）比73.68%（42/57）、89.28%（50/56）比73.68%（42/57）、94.64%（53/56）比77.19%（44/57）、92.85%（52/56）比70.17%（40/57）、96.42%（54/56）比78.94%（45/57）］，差异均有统计学意义（χ²=5.058、4.936、7.424、4.544、7.077、9.605、7.953，均P<0.05）。结论　基于BOPPPS的线上线下混合教学模式应用于消化肿瘤内科临床带教中，有助于提高教学效果及学生满意度。

关键词:

混合教学模式, BOPPPS, 消化肿瘤内科, 临床带教