翻转课堂结合案例式教学法在见习医学生骨科运动医学教学巡诊中的效果  

Effect of flipped classroom combined with case-based teaching method in the teaching rounds of orthopedic sports medicine for trainee students

作　　者：王炜[1] 金迪 鲁昕[1] 朱威[1] 刘森[1] 杨波[1] WANG Wei;JIN Di;LU Xin;ZHU Wei;LIU Sen;YANG Bo(Department of Orthopaedics,Peking Union Medical College Hospital,Chinese Academy of Medical Sciences and Peking Union Medical College,Beijing 100730,China;Department of Anesthesiology,Peking Union Medical College Hospital,Chinese Academy of Medical Sciences and Peking Union Medical College,Beijing 100730,China)

机构地区：[1]中国医学科学院北京协和医学院北京协和医院骨科,北京100730 [2]中国医学科学院北京协和医学院北京协和医院麻醉科,北京100730

出　　处：《中华骨与关节外科杂志》2024年第12期1125-1129,共5页Chinese Journal of Bone and Joint Surgery

基　　金：北京协和医学院研究生教改项目(PUMC-GS-2015005);北京协和医学院本科生教改项目(2015zlgc0122)。

摘　　要：目的:探索翻转课堂结合案例式教学法在见习医学生骨科运动医学教学巡诊中的效果。方法:选取2020年8月至2021年7月于中国医学科学院北京协和医学院北京协和医院参与骨科运动医学教学巡诊的见习医学生作为研究对象,分别通过传统理论授课和翻转课堂结合案例式教学法两种教学方式讲授肩肘关节常见运动损伤及膝关节半月板损伤相关知识。课后调查记录见习医学生对于两种教学方式的主观感知教学效果和客观理论考核成绩,比较同一组学生在两种教学方式下的学习效果。结果:认可翻转课堂结合案例式教学法的见习医学生(13名)少于认可传统理论授课的见习医学生(15名),差异无统计学意义(P>0.05)。见习医学生对翻转课堂结合案例式教学法的拓展思考维度评分高于传统理论授课,对翻转课堂结合案例式教学法的应试信心维度评分低于传统理论授课,差异均有统计学意义(P均<0.05)。见习医学生对两种教学方式的自我评价、专注度、理解程度及学习负担4个维度评分比较,差异均无统计学意义(P均>0.05)。翻转课堂结合案例式教学法的4次理论考试成绩及汇总平均成绩均低于传统理论授课,差异均有统计学意义(P均<0.05)。同种教学方法的4次理论考试成绩比较,差异均无统计学意义(P均>0.05)。结论:在见习医学生的骨科运动医学教学巡诊中,尤其是在预习效果无法保证的情况下,翻转课堂结合案例式教学法在理论知识掌握方面的效果不及传统理论授课。建议教学中加强对课前预习的监督与评估,以提高见习医学生的学习效果和理论知识的掌握程度。Objective:To explore the effect of flipped classroom combined with case-based teaching method in the teaching rounds of orthopedic students.Methods:Medical trainee students who participated in the teaching rounds of orthopaedic sports medicine at the Chinese Academy of Medical Sciences and Peking Union Medical College from August 2020 to July 2021 were selected as the research subjects.Common sports injuries of the shoulder and elbow joints and meniscal injuries of the knee joint related to sports medicine knowledge were taught through traditional theoretical teaching and flipped classroom combined with case-based teaching.The after-class survey recorded the subjective perceptions of teaching effectiveness and objective theoretical test scores of trainee students,and compared the learning effect of the same group of students under the two teaching methods.Results:The number of medical trainee students who approved of the flipped classroom teaching method(13 cases)was significantly less than those who approved of the traditional teaching method(15 cases)(P>0.05).The scores of medical trainee students in the expanded thinking dimension of flipped classroom teaching method was higher than those of traditional teaching method,and the scores of in the confidence dimension of flipped classroom teaching method was lower than those of traditional teaching methods(all P<0.05).There was no statistically significant difference in the scores of the two teaching methods in the terms of self-evaluation,concentration,understanding and learning burden of the medical trainee students(all P>0.05).The scores of the four theoretical exams and total scores of the flipped classroom teaching methods were all significantly lower than those of the traditional teaching methods(all P<0.05).However,there was no statistically significant difference in the theoretical exam scores for the same teaching method(all P>0.05).Conclusions:In the teaching rounds of orthopedic sports medicine for medical trainee students,especially when the preview ef

关 键 词：教学查房 翻转课堂 案例式教学法 见习医学生 教学效果 

分 类 号：G642.45[文化科学—高等教育学]