“三段七步”双路径教学模式在本科助产学课程中的应用与研究

Application and Research of the “Three-Stage Seven-Step” Dual-Path Teaching Model in Undergraduate Midwifery Education

摘要: 目的：构建并验证“三段七步”教学模式在本科助产学课程中的应用效果。方法：基于线上线下融合的教学理念，设计“三段”(课前导学、课中研学、课后拓学)和“七步”(任务导学、案例解析、情境模拟、协作探究、思政铸魂、即时测评、课后拓学)教学模式。选取2024年3月~2025年7月医学院2023级助产学本科班37名学生与2022级助产学本科班59名学生为研究对象，分别采用“三段七步”双链路教学模式和传统教学方法。课程结束后通过理论考核、技能操作成绩、学生参与度及课堂氛围评价教学效果。结果：2023级学生在理论成绩、操作技能考核成绩、教学方法喜欢度、学习效果满意度及课堂参与度方面均高于2022级，差异具有统计学意义(P < 0.05)。结论：“三段七步”双链路教学模式能有效提升学生专业能力与课堂参与度，为助产学教育改革提供参考。

Abstract: Objective: To construct and validate the application effect of the “Three-Stage Seven-Step” teaching model in undergraduate midwifery courses. Methods: Based on the integrated online and offline teaching philosophy, a teaching model was designed, comprising “Three Stages” (pre-class guidance, in-class exploration, and post-class extension) and “Seven Steps” (task guidance, case analysis, scenario simulation, collaborative inquiry, ideological and political education, instant assessment, and post-class extension). A total of 37 undergraduate midwifery students from the 2023 cohort and 59 from the 2022 cohort at a medical college were selected as participants between March 2024 and July 2025. The “Three-Stage Seven-Step” dual-link teaching model and traditional teaching methods were applied, respectively. After the course, teaching effectiveness was evaluated through theoretical assessments, skill operation scores, student engagement, and classroom atmosphere. Results: The 2023 cohort outperformed the 2022 cohort in theoretical scores, practical skill assessments, preference for teaching methods, satisfaction with learning outcomes, and classroom participation, with statistically significant differences (P < 0.05). Conclusion: The “Three-Stage Seven-Step” dual-link teaching model effectively enhances students’ professional competence and classroom engagement, providing a reference for midwifery education reform.