| 夏冰,朱子青,张迪,等.多元化教学模式在运动系统疾病医学本科教学中的实践.骨科,2026,17(5): 463-467. |
| 多元化教学模式在运动系统疾病医学本科教学中的实践 |
| Practice of a diversified teaching mode in undergraduate medical education for locomotor system diseases |
| 投稿时间：2026-04-13 |
| DOI：10.3969/j.issn.1674-8573.2026.05.010 |
| 中文关键词: 外科学 多元化教学 多元化考核评价 教学实践 医学本科教育 教学改革 |
| 英文关键词: Surgery Diversified teaching Diversified assessment and evaluation Teaching practice Medical undergraduate education Teaching reform |
| 基金项目:国家自然科学基金面上项目（82472418） |
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| 摘要点击次数: 287 |
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| 中文摘要: |
| 目的 探究线下病例引导式教学（case-based learning，CBL）联合大规模开放式在线课程（massive open online course，MOOC）的多元化教学模式在《运动系统疾病》课程教学中的应用效果。方法 采用回顾性队列研究，选取空军军医大学2017至2021级学习《运动系统疾病》课程的临床医学本科生，2017级和2018级226名学生为传统教学组，采用传统课堂讲授教学；2019级、2020级和2021级340名学生为多元化教学组，采用CBL联合MOOC多元化教学。通过理论考核、临床思维能力量表、学生学习投入精力及课外耗时调查、教学满意度问卷和教师接受度问卷评价教学效果。结果 多元化教学组期末理论考核成绩为（85.42±1.12）分，优秀率为78.82%（268/340），均高于传统教学组的（79.00±0.94）分和39.38%（89/226）（P<0.05）。多元化教学组临床思维能力各维度评分及学生教学满意度均高于传统教学组（P<0.05）；其课前预习、课后复习和知识拓展的精力投入评分及课外耗时均较高，课后作业的精力投入评分及耗时均较低（P<0.05）。教师对多元化教学模式的效果感知和持续应用意愿较高（P<0.05）。结论 相较于传统教学模式，CBL联合MOOC的多元化教学模式可有效提升运动系统疾病教学质量，优化学习时间分配，提高学生理论成绩、自主学习及临床思维能力，提升学生满意度与教师接受度。 |
| 英文摘要: |
| Objective To explore the application effect of a diversified teaching model combining offline case-based learning (CBL) with massive open online course (MOOC) in the teaching of the diseases of locomotor system. Methods A retrospective cohort study was conducted. Clinical medicine undergraduates who took the Locomotor System Diseases course at Air Force Medical University from the 2017 to 2021 academic grades were enrolled. A total of 226 students from the 2017 and 2018 grades were assigned to the traditional teaching group, which adopted conventional classroom lecture-based teaching. Meanwhile, 340 students from the 2019, 2020, and 2021 grades were included in the diversified teaching group, receiving the integrated CBL and MOOC teaching model. Multiple indicators were applied to evaluate the teaching efficacy, including theoretical examination scores, clinical thinking ability scale scores, students’ learning engagement and extracurricular time investment, student teaching satisfaction questionnaires, and teacher acceptance questionnaires. Results The diversified teaching group achieved a significantly higher final theoretical examination score [(85.42±1.12) points] and excellent rate [78.82% (268/340)] compared with the traditional teaching group [(79.00±0.94) points, 39.38% (89/226)], and the differences were statistically significant (all P<0.05). In addition, the diversified teaching group presented higher scores in all dimensions of clinical thinking ability and higher student teaching satisfaction (P<0.05). Regarding learning time allocation, students in the diversified teaching group invested more effort and spent longer extracurricular time on pre-class preview, after-class review, and knowledge expansion, while they showed lower effort investment and time consumption on after-class assignments (P<0.05). Teachers also demonstrated positive perceived efficacy and high willingness for continuous application of the diversified teaching model (P<0.05). Conclusion Compared with the traditional teaching model, the diversified teaching model integrating CBL and MOOC can effectively improve the teaching quality of the Locomotor System Diseases course, optimize students' learning time allocation, enhance students' theoretical academic performance, autonomous learning ability and clinical thinking ability, and improve both student satisfaction and teacher acceptance. |
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