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孙雯, 乔宇斐, 朱敏, 王素菊, 杨佳燕, 杨华, 商莹莹. 耳鼻喉科研究生听力学课程的混合教学模式效果分析[J]. 协和医学杂志, 2023, 14(2): 426-430. DOI: 10.12290/xhyxzz.2022-0088
引用本文: 孙雯, 乔宇斐, 朱敏, 王素菊, 杨佳燕, 杨华, 商莹莹. 耳鼻喉科研究生听力学课程的混合教学模式效果分析[J]. 协和医学杂志, 2023, 14(2): 426-430. DOI: 10.12290/xhyxzz.2022-0088
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SUN Wen, QIAO Yufei, ZHU Min, WANG Suju, YANG Jiayan, YANG Hua, SHANG Yingying. Effect Analysis of the Mixed Teaching Mode of Audiology Course for Postgraduates of Otorhinolaryngology[J]. Medical Journal of Peking Union Medical College Hospital, 2023, 14(2): 426-430. DOI: 10.12290/xhyxzz.2022-0088
Citation: SUN Wen, QIAO Yufei, ZHU Min, WANG Suju, YANG Jiayan, YANG Hua, SHANG Yingying. Effect Analysis of the Mixed Teaching Mode of Audiology Course for Postgraduates of Otorhinolaryngology[J]. Medical Journal of Peking Union Medical College Hospital, 2023, 14(2): 426-430. DOI: 10.12290/xhyxzz.2022-0088
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耳鼻喉科研究生听力学课程的混合教学模式效果分析

Effect Analysis of the Mixed Teaching Mode of Audiology Course for Postgraduates of Otorhinolaryngology

    摘要
  • 摘要:
      目的  探讨将听力学课程混合教学模式引入耳鼻喉科临床教学活动中的应用效果。
      方法  以2019—2021年于北京协和医院耳鼻喉科进行学习的临床型研究生及规范化培训的住院医师为研究对象。根据前期问卷调查结果设计并采用理论授课与实践相结合的混合教学模式进行听力学课程教学，教学前后以调查问卷形式收集反馈意见并进行统计学分析。
      结果  共26名学员参与混合教学模式中各个模块内容的学习及问卷调查。学习前问卷调查结果显示，学员对于听力学课程重要性及理论知识各个模块的临床应用学习倾向性均高于基本原理和测试方法(P均＜0.001)。学习后学员对于听力学知识的了解程度显著优于学习前(P＜0.001)，对各部分教学内容满意度较高(得分均值均＞5分, 满意度满分为7分)。
      结论  采用混合教学模式对耳鼻喉科研究生进行听力学课程教学已取得初步成效，值得在临床教学中推广。

     

    Abstract:
      Objective  To analyze the effect of introducing the mixed teaching mode for audiology course in otorhinolaryngology clinical teaching.
      Methods  Clinical postgraduates and residents studying in the Department of Otorhinolaryngology at Peking Union Medical College Hospital from 2019 to 2021 were enrolled into this study. The audiology course, designed according to the results of the preliminary questionnaires, combined theory teaching with practice. Feedback was collected by questionnaires before and after the course, and statistical analysis was conducted.
      Results  A total of 26 students finished the audiology course through mixed teaching mode, and completed questionnaires before and after the course. The results of questionnaires collected before the course showed that the students recognized the importance of audiology and had a high willingness to join the course. They showed more interest in the clinical application than in basic principles and practical operation. All students showed better comprehension for audiology knowledge after the course (P < 0.001), and they were satisfied with all parts of the course (the average score was greater than 5 points, out of a full score of satisfaction of 7 points).
      Conclusion  The mixed teaching mode for the audiology course achieved preliminary results among postgraduates of the department of otorhinolaryngology, which is worthy promoting in clinical teaching.

     

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