Research on the application of maker teaching method in the teaching of gastroenterology / 中华医学教育探索杂志

ABSTRACT

Objective:To apply the maker teaching method in the teaching of gastroenterology to expand students' thinking and stimulate their innovative consciousness, so as to obtain better teaching effects and improve students' achievements, degrees of teaching satisfaction and learning interest.Methods:All the students of two long-schooling classes who were on clinical probation in Xuanwu Hospital of Capital Medical University from January 2020 to September 2021 were selected as the research objects. All the students in one class were classified as the experimental group (SCS maker teaching group), with 55 students in total; the other class students were classified as the control group (traditional teaching group), with 56 students in total. Before teaching, students in the two groups were given a mapping test and scored by the Williams creativity tendency scale, and after teaching, students were given a closed-book test and scored by the Williams creativity tendency scale. Finally, the students' satisfaction score and study interest were investigated by questionnaire. SPSS 23.0 was used to perform t-test and Chi-square test for the data. Results:The experimental group's post-teaching test scores, total theoretical scores (68.11±9.27 vs. 58.66±6.55, t=-6.19, P<0.001), choice questions (21.85±3.94 vs. 18.96±4.59, t=-3.56, P=0.001), short answer questions (13.55±3.67 vs. 11.18±3.23, t=-3.61, P <0.001), simple case analysis (12.67±3.82 vs. 11.14±2.82, t=-2.40, P=0.018), complex case analysis (20.04±5.62 vs. 17.38±5.30, t=-2.57, P=0.012) and film reading tests (36.53±7.59 vs. 33.14±7.82, t=-2.31, P=0.023) were all higher than those of the control group, and the differences were statistically significant. The scores of the Williams creativity tendency scale (98.91±9.81 vs. 91.09±10.60, t=-4.03, P <0.001), satisfaction scores (6.76±1.78 vs. 5.66±1.91, t=-3.14, P=0.002) and learning interest scores (6.49±2.00 vs. 5.41±1.82, t=-2.98, P=0.004) of the experimental group were higher than those of control group, and the differences were statistically significant. Conclusion:The application of maker teaching method in the teaching of gastroenterology can cultivate students' innovative thinking, improve medical students' understanding of digestive endoscopy, induce their desire to learn digestive endoscopy, and improve students' satisfaction with teaching.