Application of Kolb's experiential learning theory in teaching the course of Fundamentals of Surgery
10.3760/cma.j.cn116021-20241008-02112
- VernacularTitle:Kolb经验学习理论在《外科手术学基础》课程教学中的应用研究
- Author:
Haoran WANG
1
;
Pengfei QIAO
;
Lei YAO
Author Information
1. 哈尔滨医科大学附属第二医院心血管外科，哈尔滨 150001
- Publication Type:Journal Article
- Keywords:
Fundamentals of Surgery;
Kolb's experiential learning theory;
Teaching;
Application effectiveness
- From:
Chinese Journal of Medical Education Research
2025;24(9):1223-1229
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the application effectiveness of Kolb's experiential learning theory in teaching the course of Fundamentals of Surgery.Methods:A total of 90 undergraduate clinical medicine students enrolled in 2019 and 2020 at Harbin Medical University were selected as the research subjects. The students enrolled in 2019 were assigned to the control group and those in 2020 to the research group, with 45 students in each group. The control group received traditional teaching, while the research group received a reconstructed teaching mode for the course of Fundamentals of Surgery guided by Kolb's experiential learning theory. The teaching content was designed through a four-stage cycle (specific experience, reflective observation, abstract conceptualization, and active experimentation). The teaching effectiveness was verified using multiple evaluation indicators. The teaching effectiveness was evaluated through teaching evaluation and satisfaction evaluation. The t-test and chi-square test were performed using SPSS 24.0. Results:The research group scored higher than the control group in cognitive transformation [depth of incorrect attribution: (4.53±0.35) vs. (2.90±0.68)], clinical decision-making [reasonable index of surgical choice: (4.05±0.45) vs. (3.25±0.58)], and emotional attitude [metacognitive level: (4.57±0.34) vs. (2.75±0.72)] (all P<0.001). The teaching satisfaction survey showed that the depth of reflective guidance [(4.62±0.38) vs. (3.15±0.67)] and personalized support [(4.53±0.41) vs. (2.97±0.73)] were scored significantly higher in the research group than in the control group (both P<0.001). The two groups demonstrated no significant differences in basic operation efficiency [(4.25±0.38) vs. (4.20±0.42)] and technical equipment evaluation [(4.60±0.39) vs. (4.55±0.42)] (both P>0.05). Conclusions:Applying Kolb's experiential learning theory to teaching the course of Fundamentals of Surgery not only effectively cultivates the critical thinking and clinical decision-making abilities of students, but also significantly enhances their knowledge transfer ability and self-learning awareness through structured reflection tools and personalized training programs. This approach provides an innovative teaching paradigm for the cultivation of surgical clinical talents.
