“微”力无穷——基于微文化的混合式教学在中医骨伤科实习中的应用探索

The Power of the “Micro”—Exploring the Application of Blended Teaching Based on Micro-Culture in the Internship of Traditional Chinese Medicine Orthopedics

摘要: 目的：探索在中医骨伤科临床实习中应用基于“微文化”的混合式教学法所产生的效果。方法：根据随机分组原则将60名实习生分成对照组和观察组，两组均为30人。对照组采用了经典的混合式教学方法。观察组则在此基础上，引入了“微文化”理念，利用微信、抖音、QQ等社交平台搭建信息交流中心，发布简短精炼的“微知识”内容，并通过这些线上平台促进师生间的即时多向互动，同时拓宽学生获取学习资源的途径。最后比较两组学生出科考核成绩、教学效果及教学满意度。结果：观察组考核总分为86.97 ± 4.351，对照组的78.47 ± 5.140；观察组教学效果评分为19.10 ± 1.900，对照组的11.50 ± 2.129，两组评分差异均具有统计学意义(P < 0.001)，观察组评分更高。此外，观察组教学满意度为93.3%，对照组的70.0%，差异具有统计学意义(P < 0.05)，观察组满意度更高。结论：将“微文化”融入混合式教学，契合中医骨伤科临床带教实践性强、实习生学习时间零散的特点。这种教学模式初步表明能提升学生成绩，增强学生学习效果，还能提供学生学习满意度，在中医临床教学改革中具有一定应用潜力。

Abstract: Objective: To explore the effects of applying a blended learning method based on “micro-culture” in clinical practice of traditional Chinese medicine orthopedics. Method: According to the principle of random grouping, 60 interns were divided into a control group and an observation group, both groups consisting of 30 people. The control group adopted the classic blended learning method. On this basis, the observation group introduced the concept of “micro-culture”, built an information exchange center by using social platforms such as WeChat, Tiktok, QQ, etc., released short and refined “micro knowledge” content, and promoted real-time multi-directional interaction between teachers and students through these online platforms, while broadening students’ access to learning resources. Finally, the two groups were compared in terms of their end-of-rotation examination scores, teaching effectiveness, and teaching satisfaction. Result: The total score of the observation group was 86.97 ± 4.351, while that of the control group was 78.47 ± 5.140; the teaching effectiveness score of the observation group was 19.10 ± 1.900, while that of the control group was 11.50 ± 2.129. The difference in scores between the two groups was statistically significant (P < 0.001), with the observation group scoring higher. In addition, the satisfaction rate of the observation group was 93.3%, while that of the control group was 70.0%, and the difference was statistically significant (P < 0.05). The satisfaction rate of the observation group was higher. Conclusion: Integrating “micro-culture” into blended learning is in line with the strong practicality of clinical teaching in traditional Chinese medicine orthopedics and the scattered learning time of interns. This teaching mode can initially improve students’ grades, enhance their learning effectiveness, and provide students with learning satisfaction. It has certain potential for application in the reform of clinical teaching in traditional Chinese medicine.