The application of the project-integrated teaching method in the teaching of optometry special examination techniques
10.3760/cma.j.issn.2095-1485.2014.07.019
- VernacularTitle:项目完成综合教学在眼视光特检技术教学中的应用
- Author:
Wenlan LIU
;
Li WANG
;
Yang YANG
- Publication Type:Journal Article
- Keywords:
Project-integrated teaching method;
Problem-based learning;
Guiding-learning method;
Optometry special examination techniques
- From:
Chinese Journal of Medical Education Research
2014;(7):719-723,724
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore a new project-integrated teaching method and evaluate its effect in the course of optometry special examination techniques. Methods Class Three of Optometry 2011 was chosen as experimental group and used the new project integrated teaching method while Class Four was chosen as control group and used traditional teaching method , both class having 30 students. After the end of the course the students of both class were assessed the theoretical knowledge and operating skills of the same standard. The self-designed questionnaire was used to investigate stu-dents' self evaluation of the teaching effect. After students of both groups practiced in the same depart-ment of ophthalmology optometry clinic special inspection post for half a year, teachers' evaluation of the students' training performance was collected. Final examination scores, experimental examination scores and the teachers' evaluation scores of the two groups were compared by t-test respectively and the self-assessment results of the students of both groups were compared by chi-square test. Results The final examination and experimental examination scores of the experimental group were both higher than those of the control group significantly(P=0.001,0.002 respectively). The experimental group students had a significantly better self-assessment than the control group in learning interest ( P=0.007), understanding(P=0.046), self-learning ability(P=0.000), summary ability(P=0.009), ana-lytical ability(P=0.000) and innovation ability(P=0.000). The clinical teachers' evaluations of the ex-perimental group were better than the control group. The differences were statistically significant in standardization of practice, application ability, examination report reading ability and case analytical ability(P=0.000). Conclusion The project-integrated teaching method can help to improve the students' leaning motivation and cultivate students' autonomous learning ability and comprehensive analysis capa-bility and so on, which is helpful to reaching a good teaching effect and ensuring the teaching quality.
