CBL教学法联合翻转课堂在医学留学生教学中的应用  

Application of CBL Teaching Method Combined With Flipped Classroom in the Teaching of Medical International Students

作　　者：胡海洁 李轲宇 HU Haijie;LI Keyu(Department of General Surgery,West China Hospital,Sichuan University,Chengdu Sichuan 610041,China)

机构地区：[1]四川大学华西医院普外科,四川成都610041

出　　处：《中国继续医学教育》2025年第1期71-75,共5页China Continuing Medical Education

基　　金：四川大学党的二十大精神“进教材、进课堂、进头脑”研究生教学改革专项资助项目(SJYJ2023038)。

摘　　要：目的观察并探讨医学留学生的胆胰外科临床的教学过程中应用案例教学法(case-based learning,CBL)教学法联合翻转课堂的效果。方法选取2022年6月—2022年11月在四川大学华西医院胆道外科和胰腺外科进行临床见习的88名医学留学生作为研究对象,根据随机数字表法分为常规组和试验组,各44名。常规组给予线上传统教学模式,试验组给予CBL教学法联合翻转课堂。对比2组的教学效果、教学质量和教学满意度。结果临床教学结束后,试验组医学留学生的回答问题频率、主动提问频率、课堂参与率和学习积极性均高于常规组,差异有统计学意义(P<0.05)。教学前,2组医学留学生的教学质量评分比较,差异无统计学意义(P>0.05);教学完成后,试验组医学留学生的自学能力、临床思维能力、沟通交流能力和发现及解决问题能力的评分均高于常规组,差异有统计学意义(P<0.001)。试验组医学留学生对临床教学满意度为90.91%,高于常规组(70.45%),差异有统计学意义(P<0.05)。结论在医学留学生的临床教学过程中融入CBL教学法联合翻转课堂,能够提升教学效果,改善教学质量,且得到较高的教学满意度。Objective To observe and explore the application effect of case-based learning(CBL)teaching method combined with flipped classroom in the clinical teaching of biliary and pancreatic surgery for medical international students.Methods From June 2022 to November 2022,a total of 88 medical international students who were clinical interns in the department of biliary tract surgery and pancreatic surgery of West China Hospital,Sichuan University were selected,and divided into the conventional group and the experimental group by random number table method,with 44 students in each groups.The conventional group was given traditional online teaching mode,and the the experimental group was given CBL teaching method combined with flipped classroom.The teaching effect,teaching quality and teaching satisfaction rate of the two groups were compared.Results After the end of clinical teaching,the frequency of of answering questions,the frequency of active questioning,the classroom participation rate and the learning enthusiasm of the experimental group were higher than those in the conventional group,and the differences were statistically significant(P<0.05).Before teaching,there was no difference in the scores of clinical abilities between the two groups(P>0.05);after teaching,the scores of self-learning ability,clinical thinking ability,communication and communication ability and problem-solving ability of the experimental group were higher than those of the conventional group,and the differences were statistically significant(P<0.001).The satisfaction rate of clinical teaching among medical international students in the experimental group was 90.91%,which was higher than that of the conventional group(70.45%),the difference was statistically significant(P<0.05).Conclusion The application of CBL teaching method combined with flipped classroom in the clinical teaching process of medical students can further enhance the teaching effect and improve the teaching quality,which get higher teaching satisfaction.

关 键 词：医学留学生 案例教学法 翻转课堂 临床教学 满意度 带教质量 临床能力 

分 类 号：G642[文化科学—高等教育学]