Application of the"four-step teaching of encouraging and sharing"combined anchor-based teaching mode in teaching of laboratory diagnostics under the background of automatic laboratory
10.3969/j.issn.1672-8270.2025.11.024
- VernacularTitle:检验自动化背景下"激越四段式"联合抛锚式教学模式在实验诊断学教学中的应用
- Author:
Ge ZHENG
1
;
Xue BAI
1
;
Zikun MA
1
;
Ran HAN
1
;
Xueguang DUAN
1
;
Jing HAN
1
;
Yanwu LIU
1
Author Information
1. 北京中医药大学东方医院检验科 北京 100078
- Publication Type:Journal Article
- Keywords:
Four-step teaching of encouraging and sharing;
Anchor-based;
Teaching mode;
Laboratory diagnostics
- From:
China Medical Equipment
2025;22(11):143-148
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the implementation effect of the"four-step teaching of encouraging and sharing"combined anchor-based teaching mode in the course of laboratory diagnostics under the background of automatic laboratory.Methods:The"four-step teaching of encouraging and sharing"combined anchor-based teaching mode conducted teaching in course of laboratory diagnostics through carefully designed"anchors",self-directed learning,a second"anchor"placement,and outcome sharing.A total of 224 medical students of the 2021 and 2022 grades,who majored Chinese medicine in Beijing University of Chinese Medicine and conducted their internships in the Laboratory of Dongfang Hospital,Beijing University of Chinese Medicine from April 2023 to April 2025,were selected.According to different teaching modes,the 108 medical students of 2022 grade were divided into the combined teaching group that adopted the"four-step teaching of encouraging and sharing"combined anchor-based teaching mode to conduct teaching,and 116 medical students of 2021 grade were divided into the conventional teaching group that adopted conventional teaching mode to conduct teaching.After completed the courses,the comprehensive competency of these students of two groups during the internship were measured,and the application effect of the"four-step teaching of encouraging and sharing"combined anchor-based teaching mode was assessed by self-made survey questionnaire.Results:The scores of theoretical knowledge test and clinical case analysis assessment of the students of combined teaching group were respectively(44.19±2.36)and(48.20±1.52),all of which were higher than(38.36±2.14)and(37.56±2.47)of conventional teaching group,and the differences of them between two groups were statistically significant(t=28.72,55.71,P<0.05),respectively.In the combined teaching group,91.67%of the students expressed a preference for the"four-step teaching of encouraging and sharing"combined anchor-based teaching mode.Conclusion:Under the background of automatic laboratory,the"four-step teaching of encouraging and sharing"combined anchor-based teaching mode of laboratory diagnostics can effectively enhance students'transfer ability for knowledge,and strengthen their self-directed learning awareness,and lay a solid foundation for training clinical practice abilities of medical students.
