翻转课堂教学模式对提高临床医学本科生批判性思维能力的作用  

Effect of flipped classroom teaching model on improving the critical thinking ability of clinical medical undergraduates

作　　者：马善峰[1] 贾强[1] 杨锐[1] 关宿东[1] MA Shan-feng;JIA Qiang;YANG Rui;GUAN Su-dong(Department of Physiology,Bengbu Medical College,Bengbu Anhui 233030,China)

机构地区：[1]蚌埠医学院生理学教研室,安徽蚌埠233030

出　　处：《蚌埠医学院学报》2018年第4期557-559,共3页Journal of Bengbu Medical College

基　　金：安徽省重大教学改革研究项目(2013jxtd022;2014zdjy074);蚌埠医学院教学研究项目(2015jyxm1528)

摘　　要：目的:探讨翻转课堂教学模式对临床医学本科生批判性思维能力的影响。方法:选取五年制临床医学专业本科生60名作为研究对象,随机分为对照组和观察组,各30名。对照组接受传统方式的授课,观察组接受翻转课堂教学模式的授课。课程结束后,采用通用的批判性思维能力检测表(中国版)对学生进行问卷调查,评价2组教学效果。结果:观察组学生的系统能力和综合能力评分均优于对照组(P<0.01和P<0.05),2组探求力、想象力、自信力、求知力、认知力评分和量表总分差异均无统计学意义(P>0.05)。结论:翻转课堂教学模式有利于临床医学本科生批判性思维能力的培养。Objective： To explore the effects of the flipped classroom teaching model on the critical thinking ability of clinical medical undergraduates.Methods： Sixty clinical medical undergraduates were randomly divided into the control group（ n =30） and observation group（ n =30）.The control group was taught with the traditional teaching way,and the observation group was taught with the flipped classroom teaching model.At the end of the course,two groups were investigated using general critical thinking ability scale（Chinese version）,and the teaching effects in two groups were evaluated.Results： The scores of comprehensive and systematic abilities in observation group were better than those in control group（ P 〈0.01 and P 〈0.05）.The differences of the scores of search,imagination,self-confidence,knowledge,cognition,and total score of the scale between two groups were not statistically significant（ P 〉0.05）.Conclusions： The flipped classroom teaching model can improve the critical thinking ability of clinical medical undergraduates.

关 键 词：翻转课堂教学模式 本科教育 临床医学 批判性思维能力 

分 类 号：R192[医药卫生—卫生事业管理]