基于岗位胜任力的翻转课堂模式在“急诊与灾难医学”教学中的应用  

The application of flipped classroom based on post competency in the teaching of emergency and disaster medicine

作　　者：吕菁君[1] 谢吐秀 王静[1] 叶璐[1] 王蕊[1] 魏捷[1] LYU Jingjun;XIE Tuxiu;WANG Jing;YE Lu;WANG Rui;WEI Jie(Department of Emergency,Renmin Hospital of Wuhan University,Wuhan,Hubei 430060,China;Department of General Practice,Renmin Hospital of Wuhan University,Wuhan,Hubei 430060,China)

机构地区：[1]武汉大学人民医院急诊科,湖北武汉430060 [2]武汉大学人民医院全科医学科,湖北武汉430060

出　　处：《安徽医药》2022年第10期2117-2120,共4页Anhui Medical and Pharmaceutical Journal

基　　金：国家自然科学基金(81372020);武汉大学人民医院引导基金(RMYD2018Z15);2021年度医学部教学研究项目(2021021)。

摘　　要：目的探索以岗位胜任力为导向的翻转课堂教学模式在“急诊与灾难医学”课程教学中的应用效果。方法回顾性纳入武汉大学第一临床学院2015级临床医学专业接受“急诊与灾难医学”的120名本科生和“5+3”一体化学生作为对照组,予以常规教学;选取武汉大学第一临床学院2016级临床医学专业接受“急诊与灾难医学”的120名本科生和“5+3”一体化学生作为课改组,采用以岗位胜任力为导向的翻转课堂教学模式教学。3个月共36学时授课结束后,通过理论和技能成绩测评、自填式问卷调查表来对比两组的教学效果。结果与对照组相比,课改组学生的理论知识[87.0(85.0,90.0)分比85.0(80.0,88.0)分]、问诊技能[8.0(7.0,8.0)分比7.0(6.0,8.0)分]、体格检查、职业素养、临床判断、沟通技能、组织效能和综合能力得分均显著提高(P<0.05),且课改组的自主学习热情、自我管理能力、沟通能力、分析决策能力、团队协作能力、急诊临床思维、专业认同感、心理素养、科研素养和创新能力的培养得分亦显著提高(P<0.05);与对照组相比,课改组学生对教学过程中的教学呈现形式、调动学生积极性、内容理解深度、课堂氛围与趣味性得分均显著提高(P<0.05),而对教学过程中的教学前准备、教学内容和授课态度得分差异无统计学意义(P>0.05)。结论在“急诊与灾难医学”教学过程中,将提高岗位胜任力融入翻转课堂中教学效果良好,有助于提高学生的多项综合能力,值得推广。Objective To explore the application effect of flipped classroom based on post competency in the teaching of Emergency and Disaster Medicine.Methods A total of 120 undergraduates and"5+3"clinical medicine major students of year 2015 batch at the First Clinical College of Wuhan University,who took Emergency and Disaster Medicine in lecture-based learning(LBL)mode,were retrospectively enrolled and taken as control group.A total of 120 undergraduates and"5+3"clinical medicine major students from year 2016 batch at the First Clinical College of Wuhan University who took Emergency and Disaster Medicine were selected as experi⁃mental group,using the flipped classroom based on post competency teaching mode.After 3 months of 36-period teaching,the theoreti⁃cal test,skills assessment and self-administered questionnaire were adopted to compare the teaching results between the two groups.Re⁃sults Compared with the control group,the scores of theoretical knowledge[87.0(85.0,90.0)vs.85.0(80.0,88.0)],interviewing skills[8.0(7.0,8.0)vs.7.0(6.0,8.0)],physical examination,professionalism,clinical judgment,counseling,organization efficiency,and overall competence in the experimental group were significantly increased(P<0.05),and the scores of enthusiasm for self-learning,capacity for self-management,communication,decision-making,and teamwork,and clinical thinking ability in emergency,professional identity,psychological quality,scientific research quality and innovation power were also improved significantly(P<0.05).Moreover,compared with the control group,the students in the experimental group were more satisfied with the presentation form of the teaching process,mobilization of students'enthusiasm,the degree of content understanding,the atmosphere and interest of learning(P<0.05),but there were no statistically significant differences in the scores of pre-teaching preparation,teaching content and teaching attitude(P>0.05).Conclusion The teaching mode of flipped classroom based on post competency achieves better teaching res

关 键 词：教育 医学 本科 专业能力 急诊与灾难医学 岗位胜任 翻转课堂 教学改革 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]