Abstract:

Objective　To explore the effect for applying the "internet+" combined with problem-based learning (PBL)/case-based learning (CBL) teaching mode in the teaching innovation of clinical biochemistry. Methods　Forty-eight senior students who practiced in the laboratory medicine, The first affiliated Hospital of Sun Yat-sen University from June 2022 to June 2023 were selected as the research objects. They were divided into a control group and an experimental group by the random number table method, with 24 cases in each group. There were 7 males and 17 females in the control group who were (20.60±2.60) years old. There were 6 males and 18 females in the experimental group who were (20.50±2.80) years old. Both group were taught by the same teacher. The control group used the CBL and traditional teaching methods. The experimental group used the "technology media type" +PBL/CBL teaching method, such as WeChat, Massive Open Online Courses, etc. The teaching effects were compared between the two groups. The enumeration data were compared by the χ² test, and the measurement data by the t test. When P<0.05, there is a statistical difference. Results　The score of theoretical examination in the experimental group was lower than that in the control group (44.02±1.04 vs. 43.26±0.98), with a statistical difference (P<0.05). The scores of skill operation and case analysis questions in the experimental group were higher than those in the control group (44.54±2.75 vs. 34.26±2.42 and 87.80±2.25 vs. 78.28±3.03), with statistical differences (both P<0.05). The scores of summary ability, literature retrieval ability, improving the ability to combine theory with practice, and effectively using various teaching media in the experimental group were higher than those in the control group, with statistical differences (all P<0.05). Conclusion　Application of the "internet+" combined with PBL/CBL teaching mode in teaching innovation of biochemistry is of high value.

Key words:

Case-based learning, Problem-based learning, Teaching mode, Biochemistry, Massive Open Online Courses

摘要：

目的　探讨“互联网+”结合“问题教学法（problem-based learning，PBL）/案例教学法（case-based learning，CBL）”教学模式融入临床生物化学的教学革新的效果。方法　以2022年6月—2023年6月在中山大学附属第一医院医学检验科实习的大四学生48例（实习时间1年）为研究对象，依据随机数字表法，分为两组，各24例。对照组男7例，女17例，年龄（20.60±2.60）岁；试验组男6例，女18例，年龄（20.50±2.80）岁。两组实习生由同一教师带教，对照组采用CBL教学法和传统教学法，试验组采用以微信、慕课（MOOC）等为代表的“技术媒介型”+“PBL/CBL”的教学法。计数资料采用χ²检验，计量资料采用t检验。以P<0.05为差异有统计学意义。结果　出科考核理论考试成绩得分，试验组为（44.02±1.04）分，对照组为（43.26±0.98）分，差异有统计学意义（P<0.05）；出科考核技能操作得分，试验组为（44.54±2.75）分，对照组为（34.26±2.42）分，差异有统计学意义（P<0.05）；案例分析题得分，试验组为（87.80±2.25）分，对照组为（78.28±3.03分），差异有统计学意义（P<0.05）。试验组对归纳总结能力、文献检索能力、提高理论联系实际的能力、有效运用各种教学媒体比较得分均高于对照组，差异均有统计学意义（均P<0.05）。结论　将“互联网+”教学模式与传统“PBL/CBL”教学融入该课程的教学革新，具有极高的价值。

关键词:

基于案例学习, 基于问题学习, 教学模式, 生物化学, 慕课