翻转课堂联合PBL应用于神经外科临床教学的探索  

Exploration of flipping classroom combined with PBL in clinical teaching of neurosurgery

作　　者：连海伟[1] 刘仁忠[1] 简志宏[1] 王峻[1] 葛培林[1] Lian Haiwei;Liu Renzhong;Jian Zhihong;Wang Jun;Ge Peilin(Department of Neurosurgery of Wuhan University Renmin Hospital,Wuhan 430060,China)

机构地区：[1]武汉大学人民医院神经外科,430060

出　　处：《中华医学教育探索杂志》2019年第1期77-81,共5页Chinese Journal of Medical Education Research

基　　金：武汉大学信息化类教学研究项目(2017JG028).

摘　　要：为提高医学生对神经外科专业和临床实践的认知、培养学生良好的自主学习习惯和临床思维,我科探索将翻转课堂联合PBL开展临床教学。带教教师设置了教学对照实验,针对试验组学生开展翻转课堂联合PBL教学,贯穿于课前教学设计、课堂活动设计和课后总结及教学反馈各环节;对照组采用传统教学。考评结果提示,实验组学生的随堂知识测试和转科结束时考核成绩均高于对照组,且实验组学生对自身所受教学方式的认可度和满意度高。翻转课堂与PBL相结合可以弥补各自不足,相得益彰,获得最佳的临床教学效果,提高学生综合能力;但同时对师生提出新要求,教师需充分准备和设计,更新教学理念,以达到教学相长。In order to improve medical students' cognition of neurosurgery specialty and clinical practice, and cultivate students' self-learning ability, the model of flipping classroom combined with problem based learning was applied in clinical teaching in our department. The experimental group adopted flip classroom combined with PBL which penetrated the pre-class teaching design, classroom activity design, after-class summary and teaching feedback, while the control group adopted the traditional teaching method. The evaluation results showed that the students in the experimental group had significantly higher scores in-class knowledge and examination results than those in the control group. In addition, students had a high degree of recognition and satisfaction with the newly combined teaching model. The combination of flipped classroom and PBL teaching method could make up their deficiency, complement each other to achieve the best clinical teaching effect and improve students comprehensive ability. Meanwhile it puts forward new requirements for students and teachers, during which teachers need to be fully prepared and update teaching concepts for the sake of fulfilling the mutual promotion of teaching and learning.

关 键 词：翻转课堂 以问题为基础的学习 神经外科 临床教学 

分 类 号：R651[医药卫生—外科学]