The effect of research on the distance education in the mixed teaching mode of clinical skills
10.3760/cma.j.issn.1672-7088.2019.33.014
- VernacularTitle: 远程教育在临床技能混合教学模式中的效果研究
- Author:
Yanping LI
1
;
Liang LUO
2
;
Yaxin LUO
2
;
Xiaodi WU
3
;
Yanan ZHANG
4
;
Yongmei WANG
5
;
Fengjuan JIN
6
;
Yuan GAO
7
;
Jie GAO
8
;
Qi LI
9
Author Information
1. Clinical Skills Training Center, the Third Central Hospital of Tianjin, Tianjin institute of Hepatobiliary Disease, Tianjin Key Laboratory of Artificial Cell, Artificial Cell Engineering Technology Research Center of Public Health Ministry, Tianjin 300170, China
2. Grade 2014 of Integrated Traditional Chinese and Western Medicine, TCM College of Hebei North University, Zhangjiakou 075000, China
3. Emergency Department, the Third Central Hospital of Tianjin, Tianjin Institute of Hepatobiliary Disease, Tianjin Key Laboratory ofArtificial Cell, Artificial Cell Engineering Technology Research Center of Public Health Ministry, Tianjin 300170, China
4. Nutrition Department of Tianjin Central Obstetrics and Gynecology Hospital, Tianjin 300199, China
5. Radiology Department, the Third Central Hospital of Tianjin, Tianjin Institute of Hepatobiliary Disease, Tianjin Key Laboratory of Artificial Cell, Artificial Cell Engineering Technology Research Center of Public Health Ministry, Tianjin 300170, China
6. Department of Nursing School, the Third Central Hospital of Tianjin, Tianjin Institute of Hepatobiliary Disease, Tianjin Key Laboratory of Artificial Cell, Artificial Cell Engineering Technology Research Center of Public Health Ministry, Tianjin 300170, China
7. School of Public Health Management, Tianjin Medical University, Tianjin 300070, China
8. Department of Science and Education, the Third Central Hospital of Tianjin, Tianjin Institute of Hepatobiliary Disease, Tianjin Key Laboratory of Artificial Cell, Artificial Cell Engineering Technology Research Center of Public Health Ministry, Tianjin 300170, China
9. Department of Respiratory, the Third Central Hospital of Tianjin, Tianjin Institute of Hepatobiliary Disease, Tianjin Key Laboratory of Artificial Cell, Artificial Cell Engineering Technology Research Center of Public Health Ministry, Tianjin 300170, China
- Publication Type:Journal Article
- Keywords:
Distance education;
Clinical skills;
Mixed teaching mode;
Teaching effect
- From:
Chinese Journal of Practical Nursing
2019;35(33):2621-2626
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of distance education in the teaching mode of medical clinical skills, and to provide theoretical and practical basis for finding a better teaching mode to promote the combination of theory and practice.
Methods:A total of 172 trainees of clinical skill training in the training center were divided into the control group and the observation group (the observation group was divided into pre-class long-distance group, in-class long-distance group, after-class long-distance group). There were 43 trainees in each group. The control group adopted traditional teaching methods in clinical basic skills courses, and the observation group adopted mixed teaching mode under long-distance education. The satisfaction of teachers and students under the two teaching modes were investigated, and the performance of each group of students in skills, human-computer dialogue, and team first aid comprehensive test were compared.
Results:There were significant differences in teacher satisfaction between the control group and the pre-class and in-class distance groups (χ2 = 15.315, P = 0.000). There were significant differences in student satisfaction between the control group and the pre-class and in-class distance groups in terms of interactive participation, liveliness, interesting training skills and teaching level (χ2=4.497-17.153, P = 0.000-0.034). The results of each group reached the expected teaching goals. There were significant differences between the skill test score control group and the pre-class and in-class remote groups (t=25.357, 14.712, all P =0.000). There were significant differences between the human-machine dialogue test control group and the three observation groups (t=14.561, 19.420, 3.821, all P =0.000). There were significant differences between the team emergency comprehensive test control group and the three observation groups (t=14.561, 19.420, 3.821, all P=0.000).
Conclusions:Distance education has flexible in the mixed teaching mode of clinical skills, especially in pre-class and in-class. It can rapidly improve the basic clinical skills, theoretical knowledge and team mobilization ability of students. It is one of the best bridges to communicate their clinical theory and practice.
