Study on the evaluation of medical students’ mastery of diabetes complicated with tuberculosis based on blended teaching

doi:10.19983/j.issn.2096-8493.20230104

Abstract

Abstract:

Objective: Through interns’ feedback and relevant scales, evaluate the role of the mixed teaching model in the teaching of diabetes and tuberculosis comorbidity during internships in mastering relevant professional knowledge. Methods: Selecting 64 interns who rotated in the Endocrinology Department of the Eighth Medical Center of the People's Liberation Army General Hospital from March 2021 to March 2022 as the research subjects. They were randomly divided into an observation group and a control group using a random number table method. The observation group (a combination of traditional teaching mode, case-based learning mode, and problem-based learning mode) had 32 interns, and the control group (a traditional teaching mode) had 32 interns. The theoretical assessment of basic knowledge of diabetes was carried out on the day of admission. All interns shall complete the theoretical examination and evaluation of the knowledge of diabetes and tuberculosis comorbidity within 3 days after the end of the course. Distribute anonymous evaluation questionnaires to two groups of interns (mainly focusing on students’ self-evaluation of their corresponding knowledge mastery level and satisfaction with the teaching mode). A total of 64 questionnaires were distributed, with a recovery rate of 100.0%. Results: After the course, the score of the theoretical knowledge examination of diabetes and tuberculosis comorbidity in the observation group was significantly higher than that in the control group with a statistically significant difference (89.25±4.68 vs 73.53±4.41, t=13.816, P<0.001). The results of the questionnaire showed that the self-evaluation score of the observation group in learning the knowledge of the comorbidity of diabetes and tuberculosis was higher than that of the control group, with a statistically significant difference (8.05±0.65 vs 6.54±0.58,t=9.816, P<0.001). The satisfaction score for teaching in the observation group was higher than that in the control group, and the difference between the two groups was statistically significant (8.61±0.40 vs 6.55±0.42,t=19.897, P<0.001). Conclusion: The blended teaching mode in the teaching activities of diabetes combined with tuberculosis as an example in the internal division has achieved better results, which is conducive to stimulating students’ interest in learning, improving students’ learning efficiency, and forming scientific diagnosis and treatment ideas.

Key words: Teaching, Internship, Diabetes Mellitus, Tuberculosis, Comorbidity

CLC Number:

Chen Yimei, Zhao Lin. Study on the evaluation of medical students’ mastery of diabetes complicated with tuberculosis based on blended teaching[J]. Journal of Tuberculosis and Lung Disease , 2023, 4(5): 352-356. doi: 10.19983/j.issn.2096-8493.20230104

Figures/Tables 2

References 17

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评价分类	评价项目	得分范围
自我评价	糖尿病的诊断和治疗知识	0~10
	糖尿病与结核病共病的临床表现、诊断要点	0~10
	糖尿病与结核病共病的血糖控制目标	0~10
	糖尿病与结核病共病患者降糖治疗药物选择要点	0~10
	糖尿病与结核病共病患者的降糖药物与抗结核药物联用时需要考虑的要点	0~10
满意度评价	您对实习期间的教学模式满意度是多少?	0~10
	现有教学模式多大程度帮助了您记忆相关知识,并将理论知识与临床实践相结合吗?	0~10
	教学模式多大程度帮助您提高了学习热情和主动性?	0~10
	课堂气氛活跃度满意评分	0~10
	教学模式多大程度增强了师生之间的关系?	0~10

项目	观察组(分, $\bar{x} \pm s$)	对照组(分, $\bar{x} \pm s$)	t值	P值
课前考试成绩	63.06±6.31	63.50±4.27	0.325	0.747
课后考试成绩	89.25±4.68	73.53±4.41	13.816	<0.001
课后专业知识评价	8.05±0.65	6.54±0.58	9.816	<0.001
课后教学满意度评价	8.61±0.40	6.55±0.42	19.897	<0.001