翻转课堂联合CBL在放射科非影像专业住院医师规范化培训中的应用  

Application of Flipped Classroom Combined with CBL in Standardized Training of Non-imaging Residents in Radiology

作　　者：史玉书[1] 黄强[1] 虞丹萍[1] 张瑞[1] 杨虹[1] 陈峰[1] 肖文波[1] 楼海燕[1] Shi Yushu;Huang Qiang;Yu Danping;Zhang Rui;Yang Hong;Chen Feng;Xiao Wenbo;Lou Haiyan(The First Affiliated Hospital,Zhejiang University School of Medicine,Hangzhou 310003,Zhejiang,China)

机构地区：[1]浙江大学医学院附属第一医院,浙江杭州310003

出　　处：《中国高等医学教育》2024年第6期106-107,共2页China Higher Medical Education

基　　金：浙江大学附属第一医院教育教学改革项目(zyjg202214,zyjg202204);浙江大学研究生教育研究课题(20210410)。

摘　　要：目的:探索翻转课堂联合CBL在非影像住院医师规范化培训中的应用价值。方法:将105名教育背景为本科一年级的非影像住培学员纳入研究,试验组(n=47)采用翻转课堂联合CBL教学模式,对照组(n=58)采用传统教学模式。比较两组学生理论成绩、诊断思维成绩。结果:试验组学生的理论成绩及诊断思维成绩显著高于对照组(P<0.05)。结论:翻转课堂联合CBL可以有效提高非影像专业住院医师理论知识掌握程度和诊断思维能力,提高教学质量和效果。Objective:To explore the application value of flipped classroom combined with CBL(Case-Based Learning)in standardized training of non-imaging residents in radiology.Methods:A total of 105 first-year undergraduate medical students specializing in non-imaging residency were included in the study.The experimental group(n=47)received instruction using a flipped classroom combined with CBL teaching model,while the control group(n=58)received traditional teaching methods.Comparison was made between the two groups in terms of theoretical scores and diagnostic thinking scores.Results:The experimental group showed significantly higher theoretical scores and diagnostic thinking scores compared to the control group(P<0.05).Conclusion:Flipped classroom combined with CBL can effectively enhance the mastery of theoretical knowledge and diagnostic thinking ability among non-imaging residents,thereby improving teaching quality and effectiveness.

关 键 词：翻转课堂 CBL 放射学能力 非影像专业 住院医师规范化培训 

分 类 号：G642[文化科学—高等教育学]