Application of Micro-video in Diagnostic Lung Physical Examination Teaching
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摘要:
目的 探索微视频教学在临床医学生肺部体格检查中应用效果。 方法 随机选取昆明医科大学2016级、2017级临床系五年制本科生共80人为对照组，2018级、2019级临床系五年制本科生共82人为试验组，对照组采用传统的教学方法，实验组采用微视频与传统教学相结合的教学模式进行教学。课程结束时应用实践技能考试成绩及问卷调查对教学效果进行评价。 结果 对照组学生测试成绩低于实验组学生测试成绩（83.16±8.80）,差异有统计学意义（P < 0.05）；问卷调查结果显示直观性和理解性得分对照组（8.09±1.94）低于实验组（8.96±1.36）；易掌握性得分对照组（8.21±1.80）低于实验组（8.74±1.58）；易记忆性得分对照组（4.60±0.89）低于实验组（8.41±1.85）；练习可参照性得分对照组（7.76±2.03）低于实验组（9.05±1.62）；老师反馈及时性得分对照组（8.35±1.90）低于实验组（9.29±1.16）；老师反馈收获性得分对照组（8.49±1.69）低于实验组（9.26±1.30），实验组（微视频与传统教学相结合组）和对照组（传统教学组）的各项得分比较差异均有统计学意义（P < 0.05）；同时学生学习积极性、学习效率和自主学习能力提高且具有较强的解决问题能力。 结论 微视频与传统教学相结合的教学模式在临床教学中提高教学效果及质量，值得在临床教学中推广。 Abstract:Objective To explore the application effect of micro-video teaching in lung physical examination of clinical medical students. Methods A total of 80 five-year undergraduates of 2016 and 2017 clinical departments of Kunming Medical University were randomly selected as the control group, and 82 five-year undergraduates of 2018 and 2019 clinical departments were randomly selected as the experimental group. The traditional teaching methods were used in the control group, and the teaching mode of combining micro video and traditional teaching was used in the experimental group. At the end of the course, the results of practical skills examination and questionnaire survey are used to evaluate the teaching effect. Results The test scores of the control group were lower than those of the experimental group （83.16±8.80）, and the difference was statistically significant （P < 0.05）. The results of questionnaire survey showed that the scores of intuitiveness and comprehensibility in the control group （8.09±1.94） were lower than those in the experimental group （8.96±1.36）. The mastery score of the control group （8.21±1.80） was lower than that of the experimental group （8.74±1.58）. The memorability score of the control group （4.60±0.89） was lower than that of the experimental group （8.41±1.85）. The score of exercise referability in the control group （7.76±2.03） was lower than that in the experimental group （9.05±1.62）. The timeliness score of teacher feedback in the control group （8.35±1.90） was lower than that in the experimental group （9.29±1.16）. The score of teacher feedback in the control group （8.49±1.69） was lower than that in the experimental group （9.26±1.30）, and there were statistically significant differences between the experimental group （micro video combined with traditional teaching group） and the control group （traditional teaching group） （P < 0.05）. At the same time, the students’ learning enthusiasm, learning efficiency and autonomous learning ability are improved and they have strong problem-solving ability. Conclusion The teaching mode of combining micro video with traditional teaching can improve the teaching effect and quality in clinical teaching, which is worth popularizing in clinical teaching. -
Key words:
- Lung physical examination /
- Medical education /
- Micro-vide
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表 1 微视频与传统教学相结合的教学模式与传统教学模式分组情况及内容
Table 1. The grouping and content of the teaching mode and traditional teaching mode combining micro video with traditional teaching
组别 理论课（时间 + 内容） 实践课（时间 + 内容） 课后复习（时间） 对照组
（n = 80）8节，每节40 min，教师按教学大纲要求授课。 8节，每节40 min。教师示范操作-学生分组演练-教师逐一检查，并纠错、总结-课后学生填写实验报告。 参考教材自行复习及练习，定期汇总考核。 实验组
（n = 82）8节，每节40 min。教师根据授课内容，顺序播放微视频。 8节，每节40 min。教师示范操作-边示范边录制标准规范的操作微视频-学生分组演练-教师逐一检查，并纠正错误、总结。 教师发布标准规范的操作微视频-学生观看教师微视频，按要求分组录制操作微视频-教师分析学生微视频，书面反馈并录制纠错视频-学生自查纠错。 
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表 2 微视频教学内容
Table 2. Micro video Teaching Content
教学内容 微视频内容 视频时限 肺部体格检查 肺部视诊 3 肺部触诊 3 肺部叩诊 5 肺部听诊 4
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表 3 实验组和对照组肺部体格检查操作实践考核成绩比较[
$ \bar x \pm s $ /n（%）]Table 3. Comparison of examination results of lung physical examination operation practice between the experimental group and the control group [
$\bar x \pm s $ /n（%）]组别 学生人数（n） 考试成绩（分） 合格 实验组 80 83.16 ± 8.80 80（100.00） 对照组 82 79.13 ± 8.00 81（98.80） t/χ2 − 3.051 − P − 0.003* 1.000 差异有统计学意义，*P < 0.05。
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表 4 传统教学和微视频与传统教学相结合的教学模式的各项得分情况的比较（
$ \bar x \pm s $ ）Table 4. Comparison of scores of teaching models combining traditional teaching and micro video with traditional teaching （
$\bar x \pm s $ ）教学方法 直观、理解性 易掌握性 易记忆性 课后练习可参照性 老师反馈及时性 老师反馈收获性 传统教学 8.09 ± 1.94 8.21 ± 1.80 4.60 ± 0.89 7.76 ± 2.03 8.35 ± 1.90 8.49 ± 1.69 微视频与
传统教学
相结合的
教学模式8.96 ± 1.36 8.74 ± 1.58 8.41 ± 1.85 9.05 ± 1.62 9.29 ± 1.16 9.26 ± 1.30 t −3.361 −2.032 −19.226 −4.513 −3.818 −3.255 P 0.001* 0.044* < 0.001* < 0.001* < 0.001* 0.001* 差异有统计学意义，*P < 0.05。
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表 5 传统教学和微视频与传统教学相结合的满意度调查[n（%）]
Table 5. Satisfaction Survey on Combination of Traditional Teaching and Micro video with Traditional Teaching [n（%）]
教学方法 很满意 满意 基本满意 不太满意 不满意 Z P 传统教学 3（3.8） 15（18.8） 42（52.5） 16（20.0） 4（5.0） −8.891 < 0.001* 微视频与
传统教学
相结合的
教学模式52（63.4） 21（25.6） 7（8.5） 2（2.4） 0（0）
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