目的:探讨BOPPPS联合TBL教学模式在本科护理专业基础护理学课程中的应用效果。方法:2023年9月~2024年1月期间,在山东省一所医学院院校内选取80名同学参与此项研究。随机将其分为干预组和对照组,每组各40人,对对照组学生实施传统教学方法,对干预组学生实施BOPPPS联合TBL教学模式,干预结束后比较两组学生的学习成绩、深度学习能力和学习投入水平。结果:干预组患者的过程性成绩、期末考试成绩、深度学习能力总分、大学生学习投入总分均高于对照组,差异具有统计学意义(p Objective: To explore the application effect of the BOPPPS combined with TBL teaching model in the basic nursing science for nursing undergraduates. Methods: From September 2023 to January 2024, 80 students from a medical college in Shandong Province were selected to participate in this study. They were randomly divided into the intervention group and the control group, with 40 students in each group. The traditional teaching method was applied to the students in the control group, and the BOPPPS combined TBL teaching mode was applied to the students in the intervention group. After the intervention, the academic performance, deep learning ability, and learning engagement levels of the students in the two groups were compared. Results: The procedural scores, final exam scores, total score of deep learning ability, and total score of college students’ learning involvement in the intervention group were higher than those in the control group, and the differences were statistically significant (p < 0.05). Conclusion: The BOPPPS combined with TBL teaching mode can improve the academic performance, deep learning ability and learning engagement of nursing undergraduates.
生物制品学是以现代生物技术为核心的一门新的独立学科,其研究成果在全球重大、流行性疾病的预防、治疗、诊断中发挥了不可忽视的作用。本研究以培养创新型生物技术人才为目标,在生物制品学课程中开展了以互联网+学习平台为基础的“自主初探+团队协作+师生探讨”相结合的以团队为基础的翻转课堂(flipped classroom and team-based learning,FC-TBL)教学模式,并从教学设计、教学资源平台建设、教学评价体系建立3个方面总结了该教学模式的实践经验,以期为相关教学研究提供参考。