问题为导向的翻转课堂在消化内镜检查理论教学中的应用研究  

Application of Problem-Based Flipped Classroom in the Theoretical Teaching of Gastroenterology

作　　者：赵曲川[1] 池添雨[1] 王亚军[1] Zhao Quchuan;Chi Tianyu;Wang Yajun(Xuanwu Hospital of Capital Medical University,Beijing 100053,China)

机构地区：[1]首都医科大学宣武医院,北京市100053

出　　处：《中国病案》2021年第4期81-83,共3页Chinese Medical Record

摘　　要：目的将问题为导向的翻转课堂教学方法,在消化内镜检查理论教学中应用,以期达到提高学生成绩及教学满意度、学习兴趣。方法全层选取2018年1月1日-2019年11月30日于该院临床见习的2个七年制班级全体学生为研究对象。1班为试验组,共计56人,采用问题为导向的反转课堂教学方式;2班全体学生为对照组,共计58人,采用传统教学模式。两组学生均于教学前进行课前摸底考试,于教学后进行理论考试、满意度评分及学习兴趣调查。结果试验组理论考试成绩(86.68±6.19)分高于对照组(81.84±8.94)分,差异有统计学意义,P<0.001。试验组满意度评分(88.21±6.56)分高于对照组(81.91±8.80)分,差异有统计学意义,P<0.001。试验组教学后愿意进一步选择消化内镜实践操作实习者比例62.5%高于对照组41.4%,差异有统计学意义,P<0.005。结论问题为导向的翻转课堂在消化内镜检查理论教学中的应用,可以提高医学生对消化内镜检查理论知识的理解,诱发他们对消化内镜实践操作的学习欲望,还可以提升学生对教学的满意程度。Objective To clarify whether problem-based flipped classroom can improve students’ academic performance, teaching satisfaction and learning interest in the theoretical teaching of gastroenterology. Methods We selected 114 students of 2 seven-year program classes who were clinical interns in our hospital as the research objects from January 1, 2018 to November 30, 2019. All the students in Class 1 are in the experimental group(problem-based flipped classroom teaching class) with a total of 56 students, while all the students in Class 2 are in the control group(traditional teaching group) with a total of 58 students. After teaching, the two groups of students were given a closed-book test, satisfaction rating and learning interest survey. Results There were no statistically significant differences in gender and test scores before teaching between the experimental group and the control group. The results of the experimental group were higher than those of the control group(86.68±6.19 vs 81.84±8.94, P<0.001), and the difference was statistically significant. The satisfaction score of the experimental group was higher than that of the control group(88.21±6.56 vs 81.91±8.80, P<0.001), and the difference was statistically significant. After teaching, the proportion of trainees willing to further choose practical operation of gastroenterology in the experimental group was higher than that in the control group 62.5% vs 41.4%, P<0.005, and the difference was statistically significant. Conclusion The application of problem-based flipped classroom in the theoretical teaching of gastroenterology can improve medical students’ understanding of the theoretical knowledge of gastroenterology, induce their desire to learn the practical operation of gastroenterology and also improve students’ satisfaction with the teaching.

关 键 词：消化内镜 教学 翻转课堂 

分 类 号：G434[文化科学—教育学] R-4[文化科学—教育技术学]