| 朱亚玲,李菲菲,张梦琦,周静,卫晓慧,唐云书.AI赋能BOPPPS模型在病理生理学教学中的应用与实践探索[J].济宁医学院学报,2025,48(3):283-288 |
| AI赋能BOPPPS模型在病理生理学教学中的应用与实践探索 |
| Application and exploration of AI-empowered BOPPPS model in pathophysiology education |
| 投稿时间：2025-02-20 |
| DOI：10.3969/j.issn.1000-9760.2025.03.020 |
| 中文关键词: 人工智能;BOPPPS;病理生理学;智能化导学;差异化教学;个性化辅导 |
| 英文关键词: AI;BOPPPS;Pathophysiology;Intelligent learning guidance;Differentiated instruction;Personalized tutoring |
| 基金项目:安徽医科大学校级重点教学研究项目(2022xjjyxm09);安徽省教育厅质量工程项目(2020szsfkc0502) |
| 作者 | 单位 | E-mail | | 朱亚玲 | 安徽医科大学基础医学院, 合肥 230032 | | | 李菲菲 | 安徽医科大学基础医学院, 合肥 230032 | | | 张梦琦 | 安徽医科大学人文医学学院, 合肥 230032 | | | 周静 | 安徽医科大学基础医学院, 合肥 230032 | | | 卫晓慧 | 安徽医科大学基础医学院, 合肥 230032 | | | 唐云书 | 安徽医科大学基础医学院, 合肥 230032 | tangyunshu@ahmu.edu.cn |
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| 中文摘要: |
| 目的 本研究旨在探讨人工智能(AI)赋能的BOPPPS教学模式在病理生理学教学中的应用效果,以期提高学生的学习兴趣、自主学习能力和综合应用能力,推动医学教育的创新与改革。方法 研究选取我校170名2021级五年制护理学专业学生为研究对象,随机分为对照组(83名)和试验组(87名)。两组学生均由同一位教师授课,教学内容一致。对照组采用传统教学模式,试验组应用AI赋能的BOPPPS教学模式,通过课前导入、明确学习目标、前测、参与式学习、后测和总结等环节,结合AI技术实现个性化学习支持和互动教学。教学效果通过问卷调查、考试成绩和课堂表现等多维度进行评估。结果 与对照组相比,试验组的学生期末考试成绩显著更优(t=5.48,P＜0.05);学生课堂互动和学习投入等方面具有显著优势(P＜0.05);对课程学习过程中的适应性及自主学习能力培养等问题评价上明显更好(P＜0.05);在满意度评价表中,试验组学生在多个维度上的表现均明显优于对照组(P＜0.05)。结论 AI赋能的BOPPPS模型在病理生理学教学中能有效提升教学质量和学生综合能力,对推动医学教学改革具有重要意义。 |
| 英文摘要: |
| Objective To explore how the AI-enpowered BOPPPS teaching model improves student engagement,independent learning and applitation skills in Pathophysiology,and to promote innovation in medical education.Method The study randomly assigned 170 students from the 2021 five-year nursing program into a control group (83 students) and an experimental group (87 students).Both groups were taught by the same teacher with the same content.The control group used the traditional teaching model,while the experimental group applied the AI-empowered BOPPPS model,which integrates AI into Boppps components (bridge-in,objective,pre-assessment,participatory learning,post-assessment and summary) personalized and interactive learning.The teaching effect was assessed through multiple dimensions,including questionnaires,exam scores,and classroom performance.Results Compared with the control group,the experimental group had significantly better final exam results (t=5.48,P＜0.05),higher classroom interaction,and learning engagement (P＜0.05).They also showed better adaptation to the course and self-directed learning abilities (P＜0.05).In the satisfaction survey,the experimental group outperformed the control group in multiple dimensions(P＜0.05).Conclusion The AI-empowered BOPPPS model effectively enhance teaching quality and students' comprehensive abilities in the teaching of Pathophysiology,and it holds significant importance for promoting the reform of medical teaching. |
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