Teaching Reform
Exploration and practice of three-dimensional teaching mode for clinical anesthesiology
Song Fengxiang, Deng Liqin, Ma Nina, Min Hongxing, Meng Jinhai
Published 2018-12-20
Cite as Chin J Med Edu Res, 2018,17(12): 1232-1237. DOI: 10.3760/cma.j.issn.2095-1485.2018.12.010
Abstract
ObjectiveTo explore the application effects of three-dimensional teaching mode for clinical anesthesiology.
Methods43 students were selected into control group, who were from class one, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. 42 students were selected into observation group, who were from class two, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. The traditional teaching mode were used for the students in control group during the teaching of clinical anesthesiology, while three-dimensional teaching mode were used for the students in observation group during the teaching. At the end of teaching, the teaching results were compared between the control group and the observation group, mainly including the usual scores evaluated from an anaesthesia plan plus an anaesthesia case discussion, and the final scores. The teaching satisfaction questionnaire were used to assess the effects of two teaching methods on the students' interest in learning, the capacity of clinical practice, the abilities of exploring, analyzing and solving problems, etc. SPSS 17.0 software was used in statistical analysis. The students' teaching results were tested by using two independent samples t-test. The satisfactions of these teaching effects were tested by using the Chi-square test.
ResultsThe usual and final scores in the observation group were significantly higher than those in the control group [(88.1±5.1) vs. (75.3±4.2), (82.1±3.3) vs. (75.7±3.9); P<0.05]. Compared with the control group, the satisfactions of teaching effects in the observation group were higher such as to stimulate interest in learning (60.5% vs. 90.5%), to improve the abilities of self-study (30.2% vs. 83.3%) and clinical practice (51.2% vs. 85.7%), to widen the scope of knowledge (46.5% vs. 88.1%) and to cultivate the spirits of innovation (55.8% vs. 83.3%), etc (P<0.05).
ConclusionDuring the teaching of clinical anesthesiology, the three-dimensional teaching mode has more advantages than the traditional one, which is good for improving the students' innovation and practice abilities.
Key words:
Traditional teaching mode; Classroom teaching; Network teaching; Practical teaching; Clinical anesthesiology
Contributor Information
Song Fengxiang
Department of Anesthesiology, General Hospital of Ningxia Medical University, Yinchuan 750004, China
Deng Liqin
Ma Nina
Min Hongxing
Meng Jinhai
