目的 探讨导言-目标-前测-对照-后测-总结（BOPPPS）教学模式在基层护理培训中的应用效果。方法 采用类实验研究方法,将2021年5月—2021年12月参加培训的96名护士设为对照组,使用传统教学模式,将2022年1月—2022年12月参加培训的325名护士设为研究组,使用BOPPPS教学模式。对两组学员的教学效果通过理论、操作考核及问卷调查进行比较。结果 对照组学员理论知识、技能操作以及培训满意度均高于对照组,差异均有统计学意义（均P<0.05）。结论 BOPPPS教学模式在基层护理实训课中具有重要意义,可提高学员理论和技能操作能力,提升学员满意度。
Objective To explore the application effect of BOPPPS teaching mode in nursing primary training. Methods Adopting class experimental research method,96 nurses who participated in the training from May 2021 to December 2021 were the control group,using the traditional teaching method．The 325 nurses who participated in the training from January 2022 to December 2022 were set up as a study group using the BOPPPS teaching model．The teaching effectiveness of the two groups of nurses was compared through theoretical and operative examinations and questionnaires. Results The theoretical knowledge,skill operation and training satisfaction of the trainees in the experimental group were higher than those in the control group,and the differences were statistically significant（P<0.05）. Conclusions BOPPPS teaching mode is of great significance in nursing primary practical training course,which can improve the theory and skill operation ability of trainees and enhance the satisfaction of trainees．
《流行病学》作为公共卫生与预防医学的主干课程,对于培养高质量公共卫生人才至关重要。在大数据、人工智能和互联网技术迅猛发展的时代背景下,传统的单一教学模式已无法满足现代医学教育的需求。线上线下混合教学模式逐渐成为高等医学教育的主要教学方式。这种模式结合了线上资源的丰富性和线下课堂的互动性,能够拓展教学内容,提高学生的自主学习能力。通过大数据分析和人工智能技术,可以提供个性化学习体验和实时反馈,优化教学效果。然而,这一模式在实际应用中仍面临诸如资源整合不够、师生互动不足等挑战。文章以广州医科大学为例,分析了《流行病学》课程中混合教学模式的优势与不足,并提出了针对性的改进建议。通过这些建议,旨在提升混合教学模式的有效性,为未来教学改革提供新的思路和参考。
Epidemiology,as a core course in public health and preventive medicine,is crucial for training high-quality public health professionals．With the rapid development of big data,artificial intelligence,and internet technologies,traditional single-mode teaching methods no longer meet the demands of modern education．The blended learning model,combining online and offline teaching,has gradually become a primary method in higher medical education．This model integrates the richness of online resources with the interactivity of offline classes,expanding instructional content and enhancing students' self-directed learning abilities．By leveraging big data analysis and artificial intelligence,personalized learning experiences and real-time feedback can be provided to optimize teaching effectiveness．However,this model still faces challenges such as inadequate resource integration and insufficient teacher-student interaction in practical application．This study uses a medical university as a case study to analyze the advantages and limitations of the blended learning model in epidemiology courses and proposes targeted improvement suggestions．The aim is to enhance the effectiveness of blended learning and provide new insights and references for future teaching reforms．
目的 分析本科医学生对临床技能学培训课程的满意度,探索可提高临床技能学课程的改进措施。方法 抽取2015级不同专业医学生参加临床技能学课程的学生,通过问卷调查学生对培训课程的满意度。结果 临床技能学体系改革后,学生对临床技能学课程设置和老师的满意度都很高,对课程设置非常满意有18.31%,满意有58.03%,基本满意有21.69%,不满意的只有1.41%;对老师非常满意有36.9%,满意有49.86%,基本满意有12.68%,不太满意只有0.56%。结论 临床技能学可提高学生的临床综合能力和思维能力,可以持续的开展。
Objective To Through the analysis of the satisfaction surveys of clinical skills course, we aimed to make improvements on the teaching of clinical skills course. Methods With the method of stratified sampling, we chose medical students of different majors in the grade 2015 who attended the clinical skills course, and carried out the surveys of their satisfaction on the course. Results Students were satisfied with the design and the teaching of clinical skills course after the reform of clinical skills teaching. With the design of clinical skills course, 18.31% students were very satisfied, 58.03% were satisfied, 21.69% were basically satisfied, and just 1.41% were unsatisfied; With the teachers of clinical skills, 36.9% students were very satisfied, 49.83% were satisfied, 12.68% were basically satisfied, and just 0.56% were unsatisfied. Conclusion Clinical skills course may improve students' clinical comprehensive abilities and clinical thinking. It should be carried out continuously.
目的 探讨导言-目标-前测-对照-后测-总结（BOPPPS）教学模式在基层护理培训中的应用效果。方法 采用类实验研究方法，将2021年5月—2021年12月参加培训的96名护士设为对照组，使用传统教学模式，将2022年1月—2022年12月参加培训的325名护士设为研究组，使用BOPPPS教学模式。对两组学员的教学效果通过理论、操作考核及问卷调查进行比较。结果 对照组学员理论知识、技能操作以及培训满意度均高于对照组，差异均有统计学意义（均P＜0.05）。结论 BOPPPS教学模式在基层护理实训课中具有重要意义，可提高学员理论和技能操作能力，提升学员满意度。
Objective To explore the application effect of BOPPPS teaching mode in nursing primary training．Methods Adopting class experimental research method，96 nurses who participated in the training from May 2021 to December 2021 were the control group，using the traditional teaching method．The 325 nurses who participated in the training from January 2022 to December 2022 were set up as a study group using the BOPPPS teaching model．The teaching effectiveness of the two groups of nurses was compared through theoretical and operative examinations and questionnaires．Results The theoretical knowledge，skill operation and training satisfaction of the trainees in the experimental group were higher than those in the control group，and the differences were statistically significant（P＜0.05）．Conclusions BOPPPS teaching mode is of great significance in nursing primary practical training course，which can improve the theory and skill operation ability of trainees and enhance the satisfaction of trainees．
