基于微课的翻转课堂教学模式在超声引导下动静脉穿刺教学中的应用  

Application of microlearning‑based flipped classroom teaching model in teaching ultrasound‑guided arteriovenous puncture

作　　者：余倩[1] 王强[1] 叶平[1] 谭延哲[1] 刘立飞[1] Yu Qian;Wang Qiang;Ye Ping;Tan Yanzhe;Liu Lifei(Department of Anesthesiology,Children's Hospital of Chongqing Medical University,National Clinical Research Center for Child Health and Disorders,Ministry of Education Key Laboratory of Child Development and Disorders,Chongqing Key Laboratory of Pediatrics,Chongqing 400014,China)

机构地区：[1]重庆医科大学附属儿童医院麻醉科,国家儿童健康与疾病临床医学研究中心,儿童发育疾病研究教育部重点实验室,儿科学重庆市重点实验室,重庆400014

出　　处：《国际麻醉学与复苏杂志》2023年第11期1220-1224,共5页International Journal of Anesthesiology and Resuscitation

基　　金：重庆医科大学儿科学院教育教学研究项目[2020(09)]。

摘　　要：目的:探讨麻醉学本科教学中运用基于微课的翻转课堂教学模式在超声引导下动静脉穿刺教学中的应用价值及效果。方法:选择2021年9月-2022年10月麻醉科新入科的本科学生61名,采用随机数字表法分为传统教学组(31名)和微课翻转课堂组(30名)。传统教学组采用传统教学模式,微课翻转课堂组采用微课视频学习、翻转课堂、课后巩固进行学习,两组培训后均进行理论考试和技能考核。记录理论考试、技能考核成绩,并对总成绩进行评定;发放主观学习感受问卷调查学生学习成果自我评价和对培训的满意度。结果:微课翻转课堂组学生技能考核成绩与主观学习感受问卷调查各项目评分均明显高于传统教学组( P<0.05),理论考试成绩差异无统计学意义( P>0.05)。微课翻转课堂组学生总成绩主要分布在优和良,其中评定为优和良的学生均多于传统教学组( P<0.05)。 结论:基于微课的翻转课堂教学模式在超声引导下动静脉穿刺教学中显著提高麻醉专业本科学生的学习积极性、自学能力,提升学生的超声引导下动静脉穿刺临床技能,同时还能锻炼学生的交流表达能力,可以显著提高麻醉学本科教学效果和学生满意度。Objective To explore the value and effect of using microlearning‑based flipped classroom teaching mode in teach‑ing ultrasound‑guided arteriovenous puncture in undergraduate anesthesia.Methods Sixty‑one newly admitted undergraduate stu‑dents in the Department of Anesthesiology from September 2021 to October 2022 were selected and divided into traditional teaching group(n=31)and micro‑class flipped classroom group(n=30)according to the time of admission using the random number table meth‑od.The traditional teaching group adopted the traditional teaching mode,while the micro‑lesson flipped classroom group adopted the micro‑lesson video learning,flipped classroom and after‑class consolidation for learning.Both groups were given theoretical tests and skill tests after training.Record the results of theory examination and skill assessment,and evaluate the total results,and question‑naires were distributed to record the self‑evaluation of learning outcomes and training satisfaction of all training students.Results Students in micro‑class flipped classroom group scored significantly higher than students in traditional teaching group in the skills as‑sessment and subjective learning experience questionnaire(P<0.05),while there was no significant difference in theoretical test scores(P>0.05);students in micro‑class flipped classroom group rated their scores mainly in the excellent and good categories,with more stu‑dents rated as excellent than those in traditional teaching group(P<0.05).Conclusions The microlearning‑based flipped classroom teaching mode in ultrasound‑guided arterial puncture teaching can significantly improve the learning enthusiasm of undergraduate anes‑thesia students,improve self‑learning ability,enhance students'clinical skills of ultrasound‑guided arterial puncture,and exercise stu‑dents'communication and expression ability.

关 键 词：超声引导 动静脉穿刺 教学 微课 翻转课堂 

分 类 号：G642.4[文化科学—高等教育学] R-4[文化科学—教育学]