Application effect of case-based collaborative learning based on data-information-knowledge-wisdom model in the training of the informatization teaching ability of clinical teachers
10.3760/cma.j.cn116021-20230126-01584
- VernacularTitle:基于DIKW模型的CBCL教学在临床教师信息化教学能力培训中的应用效果
- Author:
Shumei ZHUANG
1
;
Xueying ZHOU
;
Shimei JIN
;
Yannan CHEN
;
Xinran ZHU
;
Yitong QU
Author Information
1. 天津医科大学护理学院，天津 300070
- Keywords:
Data-information-knowledge-wisdom model;
Case-based collaborative learning;
Clinical teachers;
Informatization teaching ability
- From:
Chinese Journal of Medical Education Research
2024;23(10):1378-1383
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the application effect of case-based collaborative learning (CBCL) based on data-information-knowledge-wisdom (DKIW) model in the training of the informatization teaching ability of clinical teachers.Methods:From March to August in 2022, 71 clinical teachers from four grade A tertiary hospitals in Tianjin, China, were selected as subjects and were randomly divided into control group with 35 patients and experimental group with 36 patients using a random number table. The teachers in the control group received blended teaching online and offline, and those in the experimental group received CBCL teaching based on DIKW model. The two groups were compared in terms of theoretical assessment score, informatization teaching demonstration score, and informatization teaching ability score before and after intervention. SPSS 27.0 was used for the t-test and the Mann-Whitney U rank sum test. Results:Compared with the control group after intervention, the experimental group had significantly higher scores of theoretical assessment (83.50±3.11) and informatization teaching demonstration (84.19±1.89) ( P<0.05). After intervention, the control group had significant increases in the total score of informatization teaching ability (74.34±4.08) and the scores of each dimension (15.40±1.19, 19.29±1.62, 28.54±1.67, and 11.11±1.79), and the experimental group also had significant increases in the total score of informatization teaching ability (83.64±5.25) and the scores of each dimension (16.53±1.21, 20.94±1.98, 33.03±2.10, and 13.14±1.48); the experimental group had significantly higher scores than the control group ( P<0.05). Conclusions:The CBCL teaching model based on DIKW model can help to improve the comprehensive informatization teaching ability of clinical teachers.
