翻转课堂联合CBL在内科见习循证医学思维培养中的应用

Application of Flipped Classroom Combined With CBL in Clinical Teaching of Evidence-based Medicine

目的探讨基于微信平台的翻转课堂联合案例教学法在内科见习循证医学思维培养中的应用效果。方法选取湘雅医学院临床医学本科八年制的学生50人作为研究对象,将其随机分为两组,每组各25人。实验组采用翻转课堂联合CBL(case-based learning,CBL)教学法,对照组采用传统授课教学法。教学完成后,通过问卷调查和理论考试的方式评价教学效果。结果翻转课堂联合CBL培养循证医学思维的教学法得到大多数学生的好评,实验组学生对教师授课方式的满意度高于对照组(92.0%vs. 64.0%),差异具有统计学意义(P <0.05)。理论考试成绩显示,两组理论知识和概念题成绩对比,差异无统计学意义(P> 0.05);实验组学生病例分析成绩高于对照组,差异具有统计学意义(P <0.05)。结论在内科见习阶段开展翻转课堂联合CBL教学模式能够提高医学生的循证医学思维能力,激发学生的学习积极性。

Objective To evaluate the efect of fipped classroom combined with case-based learning （CBL） applied in clinical practice teaching of evidence-based medicine. Methods 50 eight-year undergraduates of clinical medicine in Xiangya Medical College were randomly divided into two groups with 25 students in each group. The experimental group adopted the CBL case-based learning （CBL） teaching method. The control group adopted the traditional teaching method. After the completion of the teaching, the teaching effect is evaluated through questionnaires and theoretical examination. Results The combination of CBL and the teaching method of evidence-based medicine has been praised by most students. The satisfaction of the students in the experimental group to the teaching method was higher than that in the control group （92.0% vs. 64.0%）. The diference was statistically signifcant （P 〈 0.05）. Theoretical examination results showed that there was no significant difference between the two groups （P 〉 0.05）. The results of analysis in the experimental group were higher than those in the control group （P 〈 0.05）. Conclusion The teaching efect of the fipped classroom combined with CBL group was satisfactory. Using the flipped classroom combined with CBL can develop students evidence-based medicine thinking ability, improving their learning initiative and enthusiasm.