翻转课堂联合CBL在留学生儿科学化脓性脑膜炎单元教学中的实践

Implementation of Flipped Classroom Teaching Method Combined with CBL in Pediatric Purulent Meningitis Unit Teaching for International Students

目的:探讨翻转课堂联合CBL教学法在留学生临床医学本科(MBBS)儿科学化脓性脑膜炎单元教学中的应用效果。方法:选取浙江大学医学院MBBS四年级留学生共62人,随机按班分为2组,实验组实施翻转课堂联合CBL教学法,对照组实施传统授课教学法。教学完成后,通过问卷调查和理论考试2种方式综合评价教学效果。结果:在提高学习主动性、培养临床思维能力、提高自主学习能力、培养小组合作能力和提高探究学习能力等各方面,实验组均明显优于对照组,差异具有统计学意义(P<0.05);实验组与对照组的病例分析成绩分别为(22.78±2.35)与(21.06±2.49),笔试总分分别为(37.03±3.43)与(35.03±3.66),差异具有统计学意义(P<0.05)。结论:化脓性脑膜炎单元教学的实践,提示翻转课堂联合CBL教学法可以提高MBBS留学生的儿科临床思维能力培养水平,为儿科学留学生教学提供新的教学思路。

[Objective] To evaluate the effect of flipped classroom teaching method combined with CBL applied in pediatric teaching of MBBS.[Method] We selected 62 international students from Medical College of Zhejiang University majoring in clinical medicine. These students were divided into Group I(the flipped classroom teaching method combined with CBL group, n=32) and Group Ⅱ(the traditional teaching group, n=30) according to their classes. Each group received the corresponding teaching method. The teaching effect in the two groups was evaluated with questionnaire and theoretical test.[Result] The questionnaire survey showed that most students in the groupⅠwere satisfied with the combination method, which was significantly higher from those in the traditional teaching group(P<0.05). The score of case analysis of the two groups were(22.78±2.35) and(21.06±2.49), respectively. The total score of the two groups were(37.03±3.43) and(35.03±3.66), respectively. These results indicated that the experimental group significantly outperformed the control group(P<0.05).[Conclusion] The flipped classroom teaching method combined with CBL can develop international students' analysis ability and clinical thinking abilities, improve their learning initiative and enthusiasm.