翻转课堂在诊断学实验课中的实证研究

The empirical study of flipped classroom in diagnostics experiment course

目的:探讨翻转课堂在诊断学实验课教学中的应用效果。方法:选取2014级临床医学专业6个小班,随机抽取2个小班为观察组,其余为对照组。2组理论课均为传统大班授课。对照组为传统教学法,观察组采用翻转课堂法。学期结束时进行理论笔试与实验课操作考试评价教学效果。结果:学期结束时2组诊断理论笔试成绩和心电图单项成绩差异有统计学意义(P <0. 05和P <0. 01); Pearson相关性分析显示心电图得分与诊断理论考试成绩显著相关(P <0. 05)。将近80%以上的学生认为翻转课堂比较易于接受,能提高诊断学的学习兴趣及增进师生交流。结论:翻转课堂教学方法可提供给学生良好的模拟环境,提高学生的学习积极性,有助于提高诊断学课程教学效果。

Objective: To explore the effects of flipped classroom on teaching of diagnostics experiment course. Methods: Six small classes of clinical medicine students from grade 2014 were selected,and randomly divided into the experimental group( 2 classes) and control group( 4 classes). The diagnostics theory course in two groups were taught using the traditional lesson method. The diagnostics experiment course in experimental group and control group were taught with traditional method and flipped classroom method,respectively. The teaching effects in two groups were evaluated using the theoretical and clinical practice skill grades. Results: The differences of the performances of theoretical course and electrocardiograph( ECG) between two groups were statistically significant( P <0. 05 and P < 0. 01). Pearson correlation analysis showed that the score of ECG was significantly correlated with the score of diagnostics theory( P < 0. 05). More than 80% students thought that the flipped classroom was more acceptable,and it could improve the learning interest of diagnostics,and promote the communication between teacher and student. Conclusions: Flipped classroom can improve the good simulation environment,and enhance the learning interest and teaching effects of diagnostics course.