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首页> 外文期刊>BMC Medical Education >Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme
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Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

机译：学生对基于案例的学习和实践活动引入理论妇产科教学计划的回应

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Background The fourth-year Obstetrics and Gynaecology course at our institution had previously been taught using theory classes alone. A new teaching model was introduced to provide a better link with professional practice. We wished to evaluate the impact of the introduction of case discussions and other practical activities upon students' perceptions of the learning process. Methods Small-group discussions of cases and practical activities were introduced for the teaching of a fourth-year class in 2003 (Group II; 113 students). Comparisons were made with the fourth-year class of 2002 (Group I; 108 students), from before the new programme was introduced. Students were asked to rate their satisfaction with various elements of the teaching programme. Statistical differences in their ratings were analysed using the chi-square and Bonferroni tests. Results Group II gave higher ratings to the clarity of theory classes and lecturers' teaching abilities (p Conclusions Students were very receptive to the new teaching model.
机译：背景技术我们机构的第四年妇产科课程以前使用理论课程被教导。引入了一个新的教学模式，提供了更好的与专业实践的联系。我们希望评估案例讨论和其他实际活动的影响对学生对学习过程的看法。方法为2003年第四年课程的教学引入了对案件和实践活动的小组讨论（二世; 113名学生）。从2002年第四级（一组学生组）进行了比较，从新计划介绍之前。要求学生对与教学计划的各种要素的满意度。使用Chi-Square和Bonferroni测试分析了统计差异。结果集团II对理论课程和讲师的教学能力的清晰度提出了更高的评级，（P结论学生对新教学模式非常接受。

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