基于微信平台的翻转课堂教学方法在临床技能教学中的应用

Application of flipped classroom based on WeChat platform in clinical skill teaching

目的探讨基于微信平台的翻转课堂教学方法在临床技能教学中的应用效果。方法采取实验对照方法。选取华中科技大学同济医学院2014级五年制临床医学专业207名学生为研究对象,将学生随机分为实验组104人,对照组103人。对照组学生采用传统的理论授课和实验分组的教学方法,实验组学生采取基于微信平台的翻转课堂和实验分组的教学方法。教学结束后,比较两组学生的考试成绩的差异,了解实验组学生对基于微信平台的翻转课堂教学方法的反馈情况。结果实验组学生理论考核成绩为(87.47±9.21)分,技能考核包括心肺复苏术、四步触诊、小儿体格测量、换药拆线、胸腔穿刺,各考核成绩分别为(88.92±4.79)分、(88.86±6.58)分、(88.29±6.11)分、(88.23±9.62)分、(81.69±10.94)分;对照组学生理论考核成绩为(82.27±8.69)分,技能考核成绩为(84.10±5.67)分、(82.37±9.65)分、(85.75±6.91)分、(81.95±10.99)分、(78.74±10.12)分,实验组和对照组的考核差异均具有统计学意义(均P<0.05)。对实验组学生基于微信平台的翻转课堂教学方法的问卷调查结果显示,94.2%(98/104)的学生认为提高了自主学习的能力;93.3%(97/104)的学生认为可自由控制学习进度和频度;92.3%(96/104)的学生认为可加深和巩固对相关知识的理解;85.6%(89/104)的学生认为知识的获取途径更加方便;96.2%(100/104)的学生认为可提高学习效率。结论基于微信平台的翻转课堂教学方法极大地调动学生自主学习的积极性,可有效地提高教学效果,提高了学习效率。

Objective To explore the effects of flipped classroom teaching method based on WeChat platform in clinical skill teaching. Methods Totally 207 students from grade 2014 undergraduate clinical medicine in Tongji Medical College of Huazhong University of Science and Technology were randomly selected and divided into the control group and experimental group. The control group received traditional teaching mode of the theoretical teaching and experimental grouping, and the experimental group adopted the teaching mode of flipped classroom based on WeChat platform and experimental grouping. After training, the differences between the two groups in skill assessments were compared. A satisfaction survey about the flipped classroom based on WeChat platform was made in the experimental group. Results The scores of theoretical test in experimental group were 87.47±9.21. The scores of skill assessments including cardiopulmonary resuscitation, four-step palpation, physical measurement of children, dressing change and suture removal, and thoracentesis, were 88.92±4.79, 88.86±6.58, 88.29±6.11, 88.23±9.62, 81.69±10.94 respectively. The scores of theoretical assessment in control group were 82.27±8.69. The scores of skill assessments in control group were 84.10±5.67, 82.37±9.65, 85.75±6.91, 81.95±10.99, 78.74±10.12 respectively. The differences between the experimental group and the control group were statistically significant (all P<0.05). The questionnaire survey in the experimental group showed that the flipped classroom teaching method based on WeChat platform could improve the ability of independent learning 94.2%(98/104), control their learning progress and frequency liberally 93.3%(97/104), deepen and consolidate their understanding of relevant knowledge 92.3%(96/104), get convenient access to knowledge 85.6%(89/104), and increase the learning efficiency 96.2%(100/104). Conclusions The application of flipped classroom based on WeChat platform was effective and feasible in clinical skill teaching, and may significantly improve the learning outcomes, which was better than the traditional teaching mode.