基于PBL的翻转课堂在儿科超声临床教学中的应用效果  

Application effect of flipped classroom based on PBL in clinical teaching of pediatric ultrasound

作　　者：张琪 达婷[2] 卞锦花 冯瑞[2] 王昕娜 张倩 李娜[1] ZHANG Qi;DA Ting;BIAN Jinhua;FENG Rui;WANG Xinna;ZHANG Qian;LI Na(Ultrasonography Department,National Children's Regional Medical Center(Northwest)/Xi'an Children's Hospital,Xi'an 710003;Ultrasonography Department,the First Affiliated Hospital of Xi'an Medical University,Xi'an 710077,China)

机构地区：[1]国家儿童区域医疗中心(西北)/西安市儿童医院超声科,陕西西安710003 [2]西安医学院第一附属医院超声科,陕西西安710077

出　　处：《临床医学研究与实践》2022年第26期186-189,共4页Clinical Research and Practice

基　　金：陕西省教育厅专项科研计划项目(No.12JK0753);2020年西安市儿童医院院级项目(No.2020D07)。

摘　　要：目的探讨基于以问题为基础的学习(PBL)的翻转课堂在儿科超声临床教学中的应用效果。方法选取西安医学院2018年9月至2019年12月的40名本科实习学员作为研究对象,将其随机分为对照组与试验组,各20名。对照组采用传统教学模式进行儿科超声专科理论知识培训,试验组采用PBL的翻转课堂教学模式进行儿科超声专科理论知识培训。比较两组学员的出科考核成绩及其对临床教学模式的评分和满意度。结果试验组的超声基础知识、超声图像解读、异常征象识别评分及总分均高于对照组,差异具有统计学意义(P<0.01)。试验组的激发学习兴趣、提高资料收集能力、提高课堂思考能力、提高记忆归纳能力、提高理论联系实践能力、提高团队协作能力、提高疾病诊断能力、课堂教学气氛评分及临床教学总分均高于对照组,差异具有统计学意义(P<0.01)。试验组的非常满意率为95.00%(19/20),明显高于对照组的30.00%(6/20),差异具有统计学意义(P<0.01)。结论基于PBL的翻转课堂在儿科超声临床教学中的应用效果显著,能提高学员的专科理论成绩及实际应用能力,使其由被动接受知识转变为主动学习,并可提升学员对教员的认可,值得在临床教学工作中推广应用。Objective To explore the application effect of flipped classroom based on problem-based learning(PBL) in clinical teaching of pediatric ultrasound.Methods A total of 40 undergraduate interns in Xi’an Medical University from September 2018 to December 2019 were selected as the research objects,and the interns were randomly divided into control group and experimental group,with 20 cases in each group.The control group used the traditional teaching mode to carry out the theoretical knowledge training of pediatric ultrasound specialty,and the experimental group used the flipped classroom teaching mode based on PBL to carry out the theoretical knowledge training of pediatric ultrasound specialty.The scores of students in the exit examination and the scores and satisfaction with the clinical teaching mode in the two groups were compared.Results The scores of basic ultrasound knowledge,ultrasound image interpretation,abnormal sign recognition and total score in the experimental group were higher than those in the control group,and the differences were statistically significant(P <0.01).The scores of stimulating learning interest,improving data collection ability,improving classroom thinking ability,improving memory induction ability,improving theory and practice ability,improving team cooperation ability,improving disease diagnosis ability,classroom teaching atmosphere score and clinical teaching total score in the experimental group were higher than those in the control group,and the differences were statistically significant(P<0.01).The very satisfied rate in the experimental group was 95.00%(19/20),which was significantly higher than 30.00%(6/20) in the control group,and the difference was statistically significant(P <0.01).Conclusion Flipped classroom based on PBL in clinical teaching of pediatric ultrasound has a significant application effect,it can improve the students’ academic achievements and practical application ability,change their passive knowledge acceptance into active learning and enhance the studen

关 键 词：以问题为基础的学习 翻转课堂 儿科 超声诊断 

分 类 号：G643[文化科学—高等教育学]