翻转课堂结合Seminar教学法在产科麻醉教学中的应用效果  

Application effect of flipped classroom combined with Seminar teaching method in obstetric anesthesia teaching

作　　者：朱婧 王景华 张世平[1] 李鑫 王飞[3] 朱利娟 ZHU Jing;WANG Jinghua;ZHANG Shiping;LI Xin;WANG Fei;ZHU Lijuan(Anesthesiology Department,Shaanxi Provincial People's Hospital,Xi'an 710068;Anesthesiology Department,the 305th Hospital of the Chinese People's Liberation Army,Beijing,100017;College of Education,Northwest Normal University,Lanzhou 730070,China)

机构地区：[1]陕西省人民医院麻醉科,陕西西安710068 [2]中国人民解放军第三〇五医院麻醉科,北京100017 [3]西北师范大学教育学院,甘肃兰州730070

出　　处：《临床医学研究与实践》2021年第30期170-172,176,共4页Clinical Research and Practice

基　　金：2016年度甘肃省社科规划项目(No.YB042)。

摘　　要：目的比较翻转课堂结合Seminar教学法与传统教学模式在规范化医师产科麻醉教学中的应用效果。方法选取2019年9月入科开始进行住院医师规范化培训的40名麻醉专业规培医师作为研究对象,根据理论考试成绩,采用抵消平衡法将其分为观察组和对照组,每组20名学生。观察组采用翻转课堂结合Seminar教学模式进行教学,对照组采用传统大课堂教学模式进行教学。于课程结束后1周、6个月对两组规培学生进行评估。结果课后1周,观察组基础知识题考核成绩差异无统计学意义(P>0.05),观察组的病例分析题考核成绩明显高于对照组,差异具有统计学意义(P<0.05);课后6个月,观察组的基础知识题考核成绩与病例分析题考核成绩均显著高于对照组,差异具有统计学意义(P<0.05)。与对照组相比,观察组的课前预习时间、课后1周、6周复习时间均延长,差异具有统计学意义(P<0.05)。观察组学生对新的教学模式的认同率调查结果显示,提高自学能力和兴趣、有利于建立临床思维能力两项的认同人数最多,认同率达90.00%。观察组对教学满意度各项评分均高于对照组(P<0.05)。结论采用翻转课堂结合Seminar教学法的模式对规范化培训的住院医师进行产科麻醉的教学,可以取得良好的教学效果且学生对教学效果的满意度高。Objective To compare the application effect of flipped classroom combined with Seminar teaching method and traditional teaching mode in standardized obstetric anesthesia teaching.Methods A total of 40 anesthesia professional training physicians who entered the department in September 2019 to begin standardized training of residents were selected as the research objects.Based on the theoretical examination results,they were divided into observation group and control group using the offset balance method,with 20 students in each group.The observation group used flipped classroom combined with Seminar teaching mode for teaching,and the control group used traditional large classroom teaching mode for teaching.One week and six months after the end of the course,the training students of two groups will be evaluated.Results One week after class,there was no significant difference in the examination results of basic knowledge questions between the observation group and the control group(P>0.05),the examination results of case analysis questions in the observation group was significantly higher than that in the control group,the difference was statistically significant(P<0.05);at six months after class,the the examination results of basic knowledge questions and case analysis questions in the observation group were significantly higher than those in the control group,the differences were statistically significant(P<0.05).Compared with the control group,the preview time before class and the review time at 1 week and 6 weeks after class in the observation group prolonged,and the differences were statistically significant(P<0.05).The survey on the recognition rate of the students in the observation group for the new teaching model showed that the number of students who improve their self-study ability and interest and are conducive to the establishment of clinical thinking ability was the largest,with a recognition rate of 90.00%.The each scores of teaching satisfaction in the observation group were higher than those in the

关 键 词：翻转课堂 SEMINAR教学法 产科麻醉 

分 类 号：R-4[医药卫生] G434[文化科学—教育学]