Application of POGIL theory combined with micro-class teaching in orthopedic clinical teaching
10.3760/cma.j.cn116021-20231120-01904
- VernacularTitle:POGIL理论结合微课教学在骨科临床教学中的应用研究
- Author:
Jianbo FAN
1
;
Youhua WANG
;
Haiping ZHANG
;
Xinhui ZHU
;
Shengyu CUI
;
Wei ZHANG
Author Information
1. 南通大学附属医院骨科，南通 226006
- Keywords:
Process-oriented-guided inquiry learning theory;
Micro-class teaching;
Department of orthopedics;
Clinical teaching;
Intern
- From:
Chinese Journal of Medical Education Research
2024;23(11):1535-1538
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of the teaching method combining process-oriented-guided inquiry learning (POGIL) theory and micro-class in orthopedic clinical internship.Methods:The 118 interns who completed internship from January 2022 to December 2022 were randomly divided into a control group (58) and an experimental group (60). The control group received traditional teaching, while the experimental group received a teaching method combining POGIL theory and micro-class. After the internship, the two groups were compared for assessment scores (basic theoretical knowledge and professional theoretical knowledge), learning status (classroom performance and self-learning ability), clinical practice ability (Leicester Assessment Scale), and teaching satisfaction. The t-test and chi-square test were performed using SPSS 21.0. Results:After the internship, the assessment scores, classroom performance, self-directed learning ability scores, clinical skills, case writing scores, and teaching satisfaction of the experimental group were all higher than those of the control group ( t/ χ2=5.01, 3.72, 2.20, 6.57, 3.56, 4.52, P<0.05). Conclusions:The teaching method combining POGIL theory and micro-class can enhance the master of theoretical knowledge by orthopedic interns, optimize classroom performance, cultivate self-learning ability, and improve clinical practice ability and teaching satisfaction.
