| 范阳,刘阳,郑泽航,等.基于大型开放式网络课程平台的小规模限制性在线课程模式在骨科教学中的应用分析.骨科,2020,11(5): 436-440. |
| 基于大型开放式网络课程平台的小规模限制性在线课程模式在骨科教学中的应用分析 |
| Analysis of small private online course teaching model based on massive open online courses concept in orthopedics clinical teaching |
| 投稿时间：2020-06-16 |
| DOI：10.3969/j.issn.1674-8573.2020.05.017 |
| 中文关键词: 大型开放式网络课程 小规模限制性在线课程 骨科 教学模式 教学质量 |
| 英文关键词: MOOC SPOC Orthopedics Teaching mode Teaching quality |
| 基金项目:国家自然科学基金青年科学基金（51907078） |
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| 中文摘要: |
| 目的 探讨以大型开放式网络课程（massive open online courses, MOOC）平台为基础的小规模限制性在线课程（small private online course, SPOC）教学模式应用于骨科临床教学中的效果情况。方法 选取2020年3月至5月在我院骨科进行第一年住院医师规范化培训的专业学位硕士研究生和规培生共50人作为教学研究对象，随机分为两组，每组25例，观察组采取基于MOOC平台的SPOC教学模式，对照组采取单一的MOOC教学模式，通过成绩考核和问卷调查的方式来评估两组教学效果和教学满意度，比较两种教学模式的应用效果。结果 观察组教学研究对象的病例分析考试成绩和总成绩分别为（20.04±2.70）分和（84.80±8.35）分，对照组的成绩分别为（13.40±7.54）分和（76.60±10.42）分，两组比较差异均有统计学意义（t=4.146，P＜0.001；t=3.069，P=0.004）；在成绩考核评级分析中，观察组教学的成绩考核等级明显优于对照组，观察组临床技能教学较对照组有明显优势（χ2=12.054，P=0.002），但是两组的理论知识考核评级的差异无统计学意义（χ2=1.520，P=0.468）。在满意度问卷调查中，仅仅只在培养临床思维能力这一项上，观察组与对照组的差异有统计学意义（χ2=4.196，P=0.037），其余四项满意度的差异均无统计学意义。结论 基于MOOC平台的SPOC教学模式能够提高骨科临床教学质量，同时有利于培养学生的临床思维能力。 |
| 英文摘要: |
| Objective To explore the value of small private online course (SPOC) teaching mode based on massive open online courses (MOOC) concept in orthopedics clinical teaching. Methods A total of 50 students receiving residency program in our hospital from March to May 2020 were divided into the experimental group (25 cases) and the control group (25 cases) randomly. The experimental group was taught by SPOC based on MOOC concept, and the control group was taught by MOOC. The teaching effect was evaluated by students' questionnaire survey and test scores. Results The score of cases analysis test and total score in the experimental group were 20.04±2.70 and 84.80±8.35 respectively, and those in the control group were 13.40±7.54 and 76.60±10.42 respectively. There were statistically significant differences between two groups in case analysis scores and total score (t=4.146, P＜0.001; t=3.069, P=0.004). In assessment rating comparison, the test grades in the experimental group were better than those in control group, and the clinical skills examination level differences between the two groups showed significant difference (χ2=12.054, P=0.002), but there was no statistically significant difference between these two groups in the theoretical knowledge performance (χ2=1.520, P=0.468). The students in experimental group were more satisfied with the new teaching method in the training of the clinical thinking, and the results showed statistically significant differences between the two groups (χ2=4.196, P=0.037), and there was no significant difference in the other four items of satisfaction. Conclusion SPOC teaching mode based on MOOC concept can make a great contribution to improve the teaching quality and benefit to the training of the clinical thinking. |
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