Abstract:

Objective　To explore the application effect of multi-cycle teaching mode based on the "learning pyramid theory" in medical laboratory practice teaching. Method　A total of 96 medical laboratory students practicing at Tengzhou Central People's Hospital from July 2019 to June 2022 were included in this study. According to the time of internship, 48 interns who entered the department from July 2019 to December 2020 were set as a control group, including 14 males and 34 females; they were (22.0±1.4) years old; they were taught routinely. The rest 48 interns who entered the department from January 2021 to June 2022 were set as an observation group, including 12 males and 36 females; they were (22.8±1.5) years old; they were taught by the multi-cycle teaching mode based on the "learning pyramid theory". Both groups interned for 6 months. At the end of the internship, the teacher-student mutual evaluation questionnaire and entrance examination were conducted. t and χ² tests were used for the statistical analysis. Results　The theoretical and practical scores in the observation group were higher than those in the control group (94.50±3.12 vs. 87.96±3.01 and 95.46±2.72 vs. 88.58±2.41; t=7.386 and 9.267; both P<0.01). The total score of teaching effect in the observation group was higher than that in the control group (93.67±1.37 vs. 80.12±1.48; t=32.823; P<0.01). The total score of the evaluation indicators by the teachers in the observation group was higher than that in the control group (94.75±1.68 vs. 81.17±2.41; t=22.690; P<0.01). Conclusion　The application of the multi-cycle teaching mode based on "learning pyramid theory" in medical laboratory practice teaching can improve the theoretical and practical scores, promote knowledge transformation, and improve the satisfaction of teachers and students.

Key words:

Learning pyramid, Multicycle, Teaching, Clinical laboratory

摘要：

目的　探讨基于“学习金字塔”理论的多循环教学模式在医学检验实践教学中的应用效果。方法　将2019年7月至2022年6月在滕州市中心人民医院实习的96名医学检验专业本科实习生纳入本研究。根据在检验科实习的时间进行分组：将2019年7月至2020年12月入科实习的48人设为对照组，男14人、女34人，年龄（22.0±1.4）岁，应用常规教学模式带教；将2021年1月至2022年6月入科实习的48人设为观察组，男12人、女36人，年龄（22.8±1.5）岁，采用基于“学习金字塔”理论的多循环教学模式带教。两组实习时间均为6个月。各专业组轮转结束后，均进行师生互评问卷调查及出科考试。采用t检验、χ²检验进行统计分析。结果　观察组出科理论成绩、实践成绩均高于对照组［（94.50±3.12）分比（87.96±3.01）分、（95.46±2.72）分比（88.58±2.41）分；t=7.386、9.267，均P<0.01］。观察组教学效果总分高于对照组［（93.67±1.37）分比（80.12±1.48）分；t=32.823，P<0.01］。观察组带教老师对实习生评价指标总分高于对照组［（94.75±1.68）分比（81.17±2.41）分；t=22.690，P<0.01］。结论　在医学检验实践教学中应用基于“学习金字塔”理论的多循环教学模式带教可提升学生理论、实践成绩，促进知识转化，提高师生互评满意度。

关键词:

学习金字塔, 多循环, 教学, 医学检验