赵志, 吴敏, 周新社, 裴立家, 高许斌, 王志岩. 以深度学习理念推动STEM创造力教学模式在骨科临床教学中的应用研究[J]. 蚌埠医学院学报, 2023, 48(11): 1613-1616. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.030
    引用本文: 赵志, 吴敏, 周新社, 裴立家, 高许斌, 王志岩. 以深度学习理念推动STEM创造力教学模式在骨科临床教学中的应用研究[J]. 蚌埠医学院学报, 2023, 48(11): 1613-1616. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.030
    ZHAO Zhi, WU Min, ZHOU Xin-she, PEI Li-jia, GAO Xu-bin, WANG Zhi-yan. Application research of STEM creative teaching mode in orthopedic clinical teaching promoted by the concept of deep learning[J]. Journal of Bengbu Medical College, 2023, 48(11): 1613-1616. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.030
    Citation: ZHAO Zhi, WU Min, ZHOU Xin-she, PEI Li-jia, GAO Xu-bin, WANG Zhi-yan. Application research of STEM creative teaching mode in orthopedic clinical teaching promoted by the concept of deep learning[J]. Journal of Bengbu Medical College, 2023, 48(11): 1613-1616. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.030

    以深度学习理念推动STEM创造力教学模式在骨科临床教学中的应用研究

    Application research of STEM creative teaching mode in orthopedic clinical teaching promoted by the concept of deep learning

    • 摘要:
      目的探索以深度学习理念为基础的STEM创造力教学模式在骨科临床教学中的应用效果。
      方法选取蚌埠医学院2017级临床医学专业本科生100名作为研究对象,随机分为对照组和观察组,各50名。对照组采用常规教学模式,观察组采用以深度学习为核心理念的STEM教学模式。课程中期进行问卷调查,比较2组学生对教学方法接受度;课程结束后进行专业知识测评,包括专业知识、临床分析能力、临床技能操作、病历书写情况,比较2组学生对专业知识的掌握情况及对教学方式满意度。
      结果课程中期,除课程中沟通、合作项得分与对照组差异无统计学意义(P>0.05)外,观察组学生对当前教学方式其他各项的接受度均高于对照组(P < 0.05~P < 0.01)。学期结束后,观察组学生各项专业课程得分均明显高于对照组(P < 0.01);观察组学生对教学满意度为100.00%(50/50),高于对照组的76.00%(38/50)(P < 0.05)。
      结论以深度学习为核心理念的STEM教学模式方案在学生接受度、知识传授及学生满意度方面均优于传统教学模式,值得进一步推广。

       

      Abstract:
      ObjectiveTo explore the effect of the STEM creative teaching mode with the concept of deep learning in the clinical teaching of orthopedics.
      MethodsA total of 100 undergraduate students majoring in clinical medicine at Bengbu Medical College in 2017 were selected as the study subjects and randomly divided into a control group and an observation group, with 50 students in each group. The control group adopted the conventional teaching mode, and the observation group adopted the STEM teaching mode with deep learning as the core concept. A questionnaire survey was conducted in the middle of the course to compare the acceptance of the teaching method between the two groups. A professional knowledge assessment was conducted at the end of the course to compare the mastery of professional knowledge between the two groups, including professional knowledge, clinical analysis ability, clinical skills operation, and medical record writing. The satisfaction of the teaching method between the two groups was compared.
      ResultsIn the middle of the course, except for the no statistically significant difference in communication and cooperation scores between the two groups (P>0.05), the students in the observation group had higher acceptance of all other items of the current teaching method than the control group (P < 0.05 to P < 0.01). At the end of the course, students in the observation group scored significantly higher than the control group in all professional courses (P < 0.01). The satisfaction rate of students in the observation group with teaching was 100.00% (50/50), which was higher than 76.00% (38/50) in the control group (P < 0.05).
      ConclusionsThe STEM teaching model with deep learning as the core concept is better than the traditional teaching mode in terms of student acceptance, knowledge transfer and student satisfaction, and is worthy of further promotion.

       

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