Résumé
Objective To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students,and to analyze the difference of teaching effects between staged-teaching and traditional teaching.Methods Students were randomly divided into two groups,with 112 in the experimental group and 118 in the control group.Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing","pathology-clinical connection" and "knowledge application",so presentation,assimilation and discussion class (PAD class),blending teaching and flipped classroom were adopted respectively.Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways.SPSS 19.0 was used for data analysis,and t-test and chi-square test were used for inter-group comparison.Results The pathological average score of students in the experimental group was (78.56 ± 7.172),which was higher than (72.53 ± 8.539) in the control group,with statistically significant difference (t=5.809,P=0.000).According to the questionnaire survey,the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group,with statistically significant difference (P＜ 0.01).Conclusion Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge,applicating appropriate learning methods,and gradually forming their self-learning ability.
Résumé
Objective@#To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students, and to analyze the difference of teaching effects between staged-teaching and traditional teaching.@*Methods@#Students were randomly divided into two groups, with 112 in the experimental group and 118 in the control group. Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing", "pathology-clinical connection" and "knowledge application", so presentation, assimilation and discussion class (PAD class), blending teaching and flipped classroom were adopted respectively. Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways. SPSS 19.0 was used for data analysis, and t-test and chi-square test were used for inter-group comparison.@*Results@#The pathological average score of students in the experimental group was (78.56±7.172), which was higher than (72.53±8.539) in the control group, with statistically significant difference (t=5.809, P=0.000). According to the questionnaire survey, the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group, with statistically significant difference (P<0.01).@*Conclusion@#Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge, applicating appropriate learning methods, and gradually forming their self-learning ability.