基于微课的翻转课堂在儿科住院医师规范化培训床边实践教学中的应用  

Flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents

作　　者：郝琎琎 杨光耀[2] 刘亚玲[1] 王琳[1] 李蕾[1] Hao Jinjin;Yang Guangyao;Liu Yaling;Wang Lin;Li Lei(Department of Pediatrics,Union Hospital,Huazhong University of Science and Technology,Wuhan 430022,China;Clinical Skills Center,First Clinical College,Huazhong University of Science and Technology,Wuhan 430022,China)

机构地区：[1]华中科技大学同济医学院附属协和医院儿科,武汉430022 [2]华中科技大学同济医学院第一临床学院临床技能中心,武汉430022

出　　处：《中华医学教育探索杂志》2020年第2期203-208,共6页Chinese Journal of Medical Education Research

基　　金：湖北省高等学校省级教学研究项目(2017053)。

摘　　要：目的探讨基于微课的翻转课堂在儿科住院医师规范化培训床边实践教学中的应用效果。方法选取儿科轮转的30名住培学员作为研究对象,其中实验组15名,对照组15名。实验组学员进行"基于微课的翻转课堂"床边实践教学,对照组学员则进行传统教学查房活动。两组教学活动均每两周一次,以小组为单位选择相同病例,且指导教师相同。两组学员教学活动前完成小测验。经过6个月培训通过出科考核(病例分析和临床技能)比较两组学员培训效果差异。结果实验组学员小测验成绩明显高于对照组(P<0.05)。出科考核实验组学员病例分析和临床技能成绩明显高于对照组(P<0.05),且实验组学员逻辑思维和医患沟通能力明显优于对照组(P<0.05)。对实验组问卷调查结果显示,学员认为"基于微课的翻转课堂"床边实践教学可促进学习主动性,帮助启发临床思维,提高医患沟通能力。结论将基于微课的翻转课堂教学法应用于儿科住培学员床边实践教学,不仅强化了学员基础理论知识,更提升了他们的临床技能,尤其在建立正确的临床思维方式和掌握医患沟通技巧方面凸显成效。Objective To explore the effect of flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents.Methods A total of 30 residents in pediatric rotation were selected as subjects, with 15 subjects in each group. The students in the experimental group carried out the bedside teaching of "flipped classroom based on micro-lectures", while the students in the control group carried out traditional teaching rounds. The bedside teaching of the two groups were conducted every two weeks, and the same cases were selected with the same instructors. Both groups completed the quizzes before the bedside teaching. After six months' training, the difference of training effect between the two groups was compared through the examination (case analysis and clinical skills).Results The scores of the quizzes in the experimental group were significantly higher than those in the control group (P<0.05). The scores of case analysis and clinical skills in the experimental group were significantly higher than those in the control group (P<0.05), and logical thinking and doctor-patient communication abilities in the experimental group were significantly better than those in the control group(P<0.05). The results of the questionnaire survey in the experimental group showed that the students believed that the new bedside teaching method could promote learning initiative, help to inspire clinical thinking and improve doctor-patient communication abilities.Conclusion Flipped classroom teaching method based on micro-lecture in bedside teaching of pediatric residents not only strengthens their basic theoretical knowledge, but also improves their clinical skills, especially in establishing correct clinical thinking and mastering doctor-patient communication skills.

关 键 词：微课 翻转课堂 住院医师规范化培训 

分 类 号：R-4[医药卫生] G43[文化科学—教育学] C[文化科学—教育技术学]