医学生视域下基于多学科诊疗的医学概论课程翻转课堂应用效果评价  

Evaluation on the effect of Flipped classroom application of"Introduction to Medicine"course based on multi-disciplinary treatment from the perspective of medical students

作　　者：李旭昶 陈祥发 刘博[2] 汪璐芸 赖金胜 项帅 姚飞[5] Li Xuchang;Chen Xiangfa;Liu Bo;Wang Luyun;Lai Jinsheng;Xiang Shuai;Yao Fei(Eight-year Clinical Medicine,Enrolled in 2017,Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,Wuhan 430030,China;Division of Cardiology and Department of Internal Medicine,Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,Wuhan 430030,China;Hepatic Surgery Centre,Department of Surgery,Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,Wuhan 430030,China;Department of Oncology,Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,Wuhan 430030,China;Office of Education,Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,Wuhan 430030,China)

机构地区：[1]华中科技大学同济医学院附属同济医院,武汉430030 [2]华中科技大学同济医学院附属同济医院肿瘤科,武汉430030 [3]华中科技大学同济医学院附属同济医院心血管内科,武汉430030 [4]华中科技大学同济医学院附属同济医院肝脏外科,武汉430030 [5]华中科技大学同济医学院附属同济医院教学办公室,武汉430030

出　　处：《中华医学教育杂志》2022年第9期796-800,共5页Chinese Journal of Medical Education

摘　　要：目的在医学生视域下探讨基于多学科诊疗的医学概论课程翻转课堂教学的应用效果。方法 2020至2021年,选取武汉某高校参与医学概论课程学习的2016级和2017级八年制临床医学专业96名学生为研究对象,其中2017级54名学生为试验组,采用基于多学科诊疗的翻转课堂教学,2016级42名学生为对照组,采用传统教学方式。课程结束后进行教学效果、教学满意度等问卷调查,并进行理论知识考核和病历书写评价。采用t检验、χ^(2)检验和Mann-WhitneyU检验对数据进行统计学分析。结果试验组学生教学效果评价中的临床思维维度评分高于对照组学生[(4.04±0.50)分比(3.69±0.67)分];试验组学生教学方式满意度优于对照组学生[59.2%(29/49)比18.8%(6/32)];试验组学生理论知识考核成绩优于对照组学生[(107.27±8.64)分比(103.76±7.54)分],其差异均具有统计学意义(均P<0.05)。试验组学生病历书写的系统性思维能力(A级病历40份、B级病历12份、C级病历2份)和逻辑性思维能力评价(A级病历30份、B级病历22份、C级病历2份)结果均优于对照组学生(系统性思维能力A级病历26份、B级病历7份、C级病历9份;逻辑性思维能力A级病历18份、B级病历15份、C级病历9份),其差异均具有统计学意义(均P<0.05)。结论基于多学科诊疗的翻转课堂教学在医学概论教学中具有较好的教学效果,建议进一步推广应用。Objective To evaluate the effect of the Flipped classroom based on multi-discipline treatment applied to the course of"Introduction to Medicine"from the perspective of medical students.Methods From 2020 to 2021,96 eight-year clinical medicine students enrolled in 2016 and 2017 were selected from a university in Wuhan as the participants,of which 54 students enrolled in 2017 were the treatment group using Flipped classroom based on multi-disciplinary treatment,and 42 students enrolled in 2016 were the control group using the traditional teaching.After the course,a questionnaire survey was conducted,including teaching effect evaluation,teaching model evaluation and overall satisfaction evaluation,as well as theoretical knowledge exam and evaluation of case history writing.The results were analyzed by t-test,χ^(2) inspection and Mann-Whitney U test.Results The score of clinical reasoning dimension in the evaluation of teaching effect of the students in the treatment group was higher than that of the control group[(4.04±0.50)vs.(3.69±0.67)];The overall satisfaction of teaching methods of the students in the treatment group was better than that of the control group[59.2%(29/49)vs.18.8%(6/32)];The score of theoretical knowledge examination of the students in the treatment group was better than that of the control group[(107.27±8.64)vs.(103.76±7.54)],all P<0.05.In the evaluation of case history writing,the treatment group had better systematic thinking ability(40 case histories for Grade A,12 for Grade B,2 for Grade C)and logical thinking ability(30 case histories for Grade A,22 for Grade B,2 for Grade C)than the control group(26 case histories for Grade A,7 for Grade B,9 for Grade C in systematic thinking ability and 18 case histories for Grade A,15 for Grade B,9 for Grade C in logical thinking ability),and the differences were statistically significant(all P<0.05).Conclusions The Flipped classroom based on multi-discipline treatment has favorable educational effect in the teaching of"Introduction to Medicine",and

关 键 词：翻转课堂 多学科诊疗 八年制临床医学生 医学生视域 

分 类 号：R-05[医药卫生]