Evaluation of workshop situational teaching in practice teaching of midwifery
10.3760/cma.j.cn116021-20190530-00110
- VernacularTitle:工作坊情境教学在助产实训教学中的效果评价
- Author:
Yingqing XIANG
1
;
Mengjing HU
;
Na LU
Author Information
1. 江西科技学院医学院，南昌 330098
- From:
Chinese Journal of Medical Education Research
2020;19(4):482-486
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of workshop situational teaching in practice training of midwifery specialty.Methods:89 students in midwifery specialty were divided into observational group and control group. The control group was given traditional teaching, and the observational group was implemented with situational teaching based on workshop. The effect of teaching was investigated by skill assessment, Chinese version of self-rating scale of self-directed learning and practice teaching quality evaluation questionnaire. SPSS 23.0 was used for t test.Results:The scores of 6 practical skills and the total scores of students in the observational group were higher than those in the control group, and the difference was statistically significant ( P<0.01, P<0.05). Study initiative, learning behavior, learning strategies, learning evaluation, interpersonal skills and self-directed learning ability of students in the observational group were all higher than those in the control group, and the difference was statistically significant ( P<0.01, P<0.05).The evaluation of teaching quality of the observational group was "excellent" and was "good" in the control group. There was no statistically significant difference in the scores toward teaching attitude of the observational group compared with the control group ( P>0.05). The total scores of teaching content, teaching methods, teaching effects and practice teaching quality of the observational group were higher than those of the control group, and the difference was statistically significant ( P<0.01). Conclusions:The workshop situational teaching was helpful in promoting the transformation of students' theoratical knowledge to practice, stimulate students' independent learning ability and improve the quality of practice teaching.
