混合式同步教学对临床医学本科生学习效应及教师教学能力的影响

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摘要目的探讨混合式同步教学对临床医学本科生学习效应的影响。方法选取2019年2月齐齐哈尔医学院2015 级临床医学专业本科大四第一学期学生134 人为对照组，另选取2020年2月齐齐哈尔医学院2016 级临床医学专业本科大四第一学期学生142 人为观察组。对照组给予传统教学，观察组给予混合式同步教学。对两组临床医学生进行期末成绩考核及教学满意度调查。分别于2020年1月开学前和2020年7月期末考试后对教学组教师进行教学能力和职业倦怠量表评估，教学能力包括沟通能力和共情能力；职业倦怠量表分为情绪衰竭、个人无成就感、去人格化3 个维度。结果观察组理论成绩和病例分析考核高于对照组，差异有统计学意义（P＜0.05）；两组教学满意度评分比较，差异无统计学意义（P＞0.05）。2020年7月教学组教师的沟通能力、共情能力高于2020年1月，情绪衰竭评分低于2020年1月，差异有统计学意义（P＜0.05）。2020年1月教师的个人无成就感和去人格化评分与2020年7月比较，差异无统计学意义（P＞0.05）。结论基于混合式同步教学可以提高医学本科生理论成绩和病例分析能力，同时调动提高了教师的沟通能力、共情能力，改善教师情绪。

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	刘文瑶
	鲍红光
	李静
	王晓娟
	金晓秋

关键词 ：混合式同步教学, 情境, 学习效应, 沟通能力, 共情能力

Abstract：Objective To explore the influence of mixed synchronous teaching on the learning effect of clinical medical undergraduates. Methods A total of 134 undergraduate students majoring in 2015 clinical medicine in Qiqihar Medical University in February 2019 were selected as the control group, another 142 undergraduate students majoring in 2016 clinical medicine of Qiqihar Medical University in February 2020 were selected as the observation group. The control group was given the traditional teaching method, the observation group was given mixed synchronous teaching. The theoretical scores and case analysis scores of the two groups were observed. After the end of teaching, the two groups were given final assessment and teaching satisfaction survey. The final assessment included theoretical assessment and case analysis assessment. Before the beginning of school in January 2020 and after the final examination in July 2020, the teaching ability and job burnout scale of the teachers were evaluated. The teaching ability included communication ability and empathy ability. The job burnout scale was divided into three dimensions: emotional exhaustion, personal non achievement and depersonalization. Results The theoretical score and case analysis examination of the observation group were higher than those of the control group, the differences were statistically significant (P＜0.05); and there was no significant difference in the teaching satisfaction score between the two groups (P＞0.05). The communication ability and empathy ability of teachers in the teaching group in July 2020 were higher than those in January 2020, and the score of emotional exhaustion in July 2020 was lower than that in January 2020, the differences were statistically significant (P＜0.05). There was no significant difference in personal non achievement and depersonalization of teachers between January 2020 and July 2020 (P＞0.05).Conclusion Based on the hybrid synchronous teaching method can improve the theoretical achievement and case analysis ability of medical undergraduates. At the same time, it can mobilize and improve teachers′ communication ability,empathy ability, and improve teachers′ emotion.

Key words： Hybrid synchronous teaching Situation Learning effect Communication ability Empathy ability

基金资助:齐齐哈尔医学院教育科学研究项目（QYJY20200224）

引用本文:

刘文瑶；鲍红光；李静；王晓娟；金晓秋. 混合式同步教学对临床医学本科生学习效应及教师教学能力的影响[J]. 中国当代医药, 2021, 28(16): 198-201.
LIU Wen-yao；BAO Hong-guang；LI Jing-long；WANG Xiao-juan；JIN Xiao-qiu. Effect of mixed synchronous learning on clinical teaching of medical undergraduates and teachers′ teaching ability. 中国当代医药, 2021, 28(16): 198-201.

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http://dangdaiyiyao.com/CN/ 或 http://dangdaiyiyao.com/CN/Y2021/V28/I16/198

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