翻转课堂在防化医学实验教学中的应用效果

Application effect of flipped classroom in the experimental teaching of medical protection against chemical weapons

目的探讨翻转课堂在防化医学实验教学中的应用效果。方法抽取陆军军医大学临床医学专业2013级五年制本科学员60名,在2017年5~7月的防化医学实验教学课程中,采用简单随机分组法分为实验组和对照组,每组各30名。对照组采用传统的实验教学方法,仅在实验课上进行相关实验原理的复习和实验步骤的讲解;实验组采用翻转课堂的教学模式进行实验教学。实验课结束后,统计两组学员实验操作时间和实验成绩,并调查学生对实验教学的满意度。结果实验组学员的实验操作时间显著短于对照组,而实验成绩明显高于对照组,差异均有统计学意义(P <0.05)。问卷调查结果显示,与对照组比较,实验组所有学员均认为此次实验课激发了学习兴趣和主动性并希望继续接受该种教学方法,差异有高度统计学意义(P <0.01);实验组认为该教学方法可以提高自学能力、促进理解记忆知识、增强运用理论知识和实验操作能力的学员人数均显著高于对照组,差异有高度统计学意义(P <0.01)。结论实施翻转课堂能有效提高防化医学实验教学的质量,提升学员掌握知识及技术操作等能力,值得在其他相关实验教学中推广应用。

Objective To investigate the effect application of flipped classroom in the experimental teaching of medical protection against chemical weapons. Methods Two classes of the five-year undergraduate students major in clinical medicine from the Army Medical University were enrolled. The students were divided into the experimental group (n = 30) and the control group (n = 30) by a simple randomized grouping method during the experimental teaching course of medical protection against chemical weapons from May to July November in 2017. The control group was conducted according to the traditional experimental teaching method, just reviewing the related nerve agent knowledge and the experimental protocol before doing experiments. Moreover, flipped classroom was applied to the experimental group. At the end of the experimental class, the experimental operation time and the experimental report results of the two groups were counted, and the students′ satisfaction of the experimental teaching were investigated. Results The experimental operation time of the experimental group was significantly shorter than that of the control group, and the experimental scores of the experimental group was significantly higher than that of the control group, the differences were statistically significant (P < 0.05). Questionnaire survey results showed that, compared with the control group, all participants in the experimental group believed that the experiment class inspired learning interest and initiative and hoped to continue to adopt this teaching method, the differences were highly statistically significant (P < 0.01). The number of students who thought that the teaching method could improve the self-learning ability and promote the understanding and memory of knowledge, as well as enhance the ability of using theoretical knowledge and experimental operation was larger than that of the control group, the differences were highly statistically significant (P < 0.01). Conclusion Flipped classroom could effectively improve the teaching quality of experimental teaching of medical protection against chemical weapons, and enhance students′ abilities to master knowledge and technical operations. These results indicate that flipped classroom should be popularized and applied in other related experimental teaching.