翻转课堂联合情景模拟教学法在全科医学概论教学中的应用  

Application of Flipped Classroom Combined With Situational Simulation Teaching Method in General Medicine Introduction Teaching

作　　者：江莲[1] 胡乾配 李琼[3] 魏志辉[4] JIANG Lian;HU Qianpei;LI Qiong;WEI Zhihui(Department of Geriatric,the Affiliated Yongchuan Hospitalof Chongqing Medical University,Chongqing 402160,China;Department of Nephrorheumatology,the Affiliated Yongchuan Hospital of Chongqing Medical University,Chongqing 402160,China;Department of Emergency,the Affiliated Yongchuan Hospital of Chongqing Medical University,Chongqing 402160,China;Department of Orthopedic,the Affiliated Yongchuan Hospital of Chongqing Medical University,Chongqing 402160,China)

机构地区：[1]重庆医科大学附属永川医院老年科,重庆402160 [2]重庆医科大学附属永川医院肾病风湿科,重庆402160 [3]重庆医科大学附属永川医院急诊科,重庆402160 [4]重庆医科大学附属永川医院骨科,重庆402160

出　　处：《中国继续医学教育》2025年第2期62-66,共5页China Continuing Medical Education

基　　金：重庆医科大学第五临床学院教学改革研究项目(20230302)。

摘　　要：目的观察并探讨全科医学概论教学过程中翻转课堂联合情景模拟教学法的应用价值。方法选取2021年9月—2022年9月在重庆医科大学附属永川医院临床进行实践培训的40名本科医学生作为教学对象,根据教学方式的不同而设为对照组和试验组,每组各20名。对照组予以传统教学法,试验组予以翻转课堂联合情景模拟教学法。对2组理论成绩、实践成绩进行考核,并在教学前后使用迷你临床演练评估量表(mini-clinical evaluation exercise,Mini-CEX)评估2组医学生综合能力,调查2组本科医学生对不同教学方式的满意度。结果完成教学后,试验组出科时的理论成绩[(67.65±1.96)分]、实践成绩[(28.91±0.95)分]高于对照组[(62.27±1.99)分、(24.90±0.99)分],差异有统计学意义(P<0.001);试验组出科时Mini-CEX量表中的交流能力、查体能力、组织能力、面谈能力、诊断能力、人文素养均高于对照组,差异有统计学意义(P<0.001);试验组本科医学生的教学满意度(95.00%)高于对照组(65.00%),差异有统计学意义(P<0.05)。结论翻转课堂联合情景模拟教学法的应用效果理想,能进一步提升医学生的理论水平,增强其临床实践能力,促进临床教学质量改善,并且医学生普遍存在较高满意率,具有借鉴意义。Objective To observe and discuss the application value of flipped classroom combined with situational simulation teaching method in general medicine introduction teaching.Methods A total of 40 undergraduate medical students who received clinical practical training in the Affiliated Yongchuan Hospital of Chongqing Medical University from September 2021 to September 2022 were selected as teaching objects,and were divided into control group and experimental group according to different teaching methods,with 20 students in each group.The control group was taught with the traditional teaching method,and the experimental group was taught with the flipped classroom combined situational simulation method.The theoretical and practical scores of the two groups were assessed,and the comprehensive ability of the medical students in the two groups was assessed using the mini-clinical evaluation exercise(Mini-CEX)before and after teaching,and the satisfaction of the undergraduate medical students in the two groups on different teaching methods was investigated.Results After the completion of teaching,the theoretical scores[(67.65±1.96)points]and practical scores[(28.91±0.95)points]of the experimental group were higher than those of the control group[(62.27±1.99)points and(24.90±0.99)points],and the differences were statistically significant(P<0.001).At the time of graduation,the Mini-CEX scale of the test group included communication ability,physical examination ability,organizational ability,interview ability,diagnostic ability,humanistic quality were higher than the control group,and the differences were statistically significant(P<0.001).The teaching satisfaction of undergraduate medical students in experimental group was 95.00%,higher than that in control group(65.00%),the difference was statistically significant(P<0.05).Conclusion The application effect of flipped classroom combined with scenario simulation teaching method is ideal,which can further improve the theoretical level of medical students,enhance their clini

关 键 词：全科医学概论 临床教学 翻转课堂 情景模拟教学法 理论成绩 实践成绩 教学满意度 

分 类 号：G642[文化科学—高等教育学]