通讯作者: 石晨龙, abc14012@163.com

DOI：10.12201/bmr.202505.00044

Effect evaluation of teaching mode based on OBE concept combined with internet+ in plastic surgery clinical teaching

• 摘要：目的：探究基于OBE理念联合“互联网+”的教学模式在整形美容临床教学中的效果。方法：将参与南昌大学第二附属医院整形美容科开展的通识课《整形美容的基本知识与技能》的春季班的100名学生作为观察组，秋季班95名学生作为对照组。对照组行传统教学，观察组基于OBE理念并联合“互联网+”的教学模式，比较两组的教学效果。结果：观察组的平时考核及期末考核评分均较对照组高（P＜0.05）。观察组学员的学习兴趣和学习行为的自我效能感评分均较对照组高（P＜0.05）。观察组学员的自学能力、实践能力、自察能力评分均较对照组高（P＜0.05）。在教学满意度评价方面，观察组学习方法、个人获益、综合能力培养的评分均较对照组高（P＜0.05），两组教师综合素质评分比较差异不显著（P＞0.05）。结论：在整形美容的临床教学中引入OBE教学理念及“互联网+”的教学模式能够有效提升学员的教学兴趣，进而提高教学质量和学员的综合能力。

  关键词： 整形美容；OBE教学理念；互联网+；自我效能感; ; ; 

   

  Abstract: Objective:To explore the effect of teaching mode based on OBE concept combined with internet+ in clinical teaching of plastic surgery.Methods:100 students who participated in the spring class of the general course Basic Knowledge and Skills of Plastic Surgery conducted by the Plastic Surgery Department of the Second Affiliated Hospital of Nanchang University were taken as the observation group, and 95 students in the autumn class were taken as the control group. The control group was given traditional teaching, while the observation group was based on OBE concept and combined with internet plus teaching mode, and the teaching effects of the two groups were compared.Results:The scores of the usual examination and final examination in the observation group were higher than those in the control group (P < 0.05). The self-efficacy scores of students in the observation group were higher than those in the control group (P < 0.05).The scores of self-study ability, practical ability and self-observation ability in the observation group were higher than those in the control group (P < 0.05). In the evaluation of teaching satisfaction, the scores of learning methods, personal benefits and comprehensive ability training in the observation group were higher than those in the control group (P < 0.05), and there was no significant difference in the comprehensive quality scores of teachers between the two groups (P > 0.05).Conclusion:Introducing OBE teaching concept and internet plus teaching mode into the clinical teaching of plastic surgery can effectively enhance students interest in teaching, and then improve the teaching quality and students comprehensive ability.

  Key words: Plastic surgery; OBE teaching philosophy; Interne+; Self-efficacy

  提交时间：2025-05-28

  版权声明：作者本人独立拥有该论文的版权，预印本系统仅拥有论文的永久保存权利。任何人未经允许不得重复使用。
• html

• 图表

• 王颖, 王兵, 高建强, 刘贵勤. 融合OBE理念的“线上+线下混合式”数字图像处理课程教学设计与实施. 2021. doi: 10.12201/bmr.202108.00011

  刘锦, 张国霞, 李雁, 郭楠, 刘福生, 王玫, 牛丽强, 姜尚上, 黄佳祺, 张宇. 学生标准化病人联合迷你临床演练评估在体格检查的教学效果. 2025. doi: 10.12201/bmr.202504.00067

  杜晓菲, 陈杰, 仇丽霞, 柳雅立. BOPPPS联合案例教学法在传染病教学中的应用. 2024. doi: 10.12201/bmr.202406.00015

  邵泽国, 李萍, 罗永刚, 李建华, 王云光, 朱颖超, 相玉红, 王莉. 基于计算思维的临床信息系统课程重构及混合教学模式探索. 2021. doi: 10.12201/bmr.202110.00019

  汪国营, 陈焕权. 硬质胆道镜技术的临床教学实践. 2024. doi: 10.12201/bmr.202408.00041

  徐慧颖, 王向明. 功能整体性教学在慢性肾脏病临床带教中的应用. 2024. doi: 10.12201/bmr.202406.00016

  华中科技大学同济医学院医药卫生管理学院 湖北武汉, 杨梦柯, 申东东, 向菲, 马敬东, 张治国, 沈丽宁. OBE-CDIO理念下医学信息管理人才创新实践能力培养路径构建研究. 2024. doi: 10.12201/bmr.202409.00028

  杨萍, 罗梦芬, 冯梦雪, 罗丹, 郭萍, 周小彦, 杨巧媛. 线上线下多元化教学模式在临床医学专业预防医学课程的探索. 2024. doi: 10.12201/bmr.202412.00075

  吴欢欢, 赵飘飘, 王海军, 任瑛瑛, 王雪梅, 方飞美, 冯兰芳, 方双燕. 情境模拟教学在呼吸科临床实习带教中的应用. 2025. doi: 10.12201/bmr.202503.00024

  王博青, 贾文婷, 时迎博, 罗彬. PBL、CBL及MDT联合教学在重症医学规范化培训中的应用. 2025. doi: 10.12201/bmr.202501.00032

• 序号	提交日期	编号	操作
  1	2025-04-01	bmr.202505.00044V1	下载

• 公开评论  匿名评论  仅发给作者 提交评论