翻转课堂联合案例教学法在临床儿科学教学中的应用效果

Application effect of flipping class combined with case teaching method in clinical pediatrics teaching

目的研究翻转课堂联合案例教学法在临床儿科学教学中的应用效果。方法选取广东省连州卫生学校2017年9月~2018年1月的80例农村医学专业学生作为研究对象,按照班级分为对照组(40例)与观察组(40例),对照组采用传统教学法,观察组采用翻转课堂联合案例教学法。比较两组的考试成绩、问卷调查结果。结果观察组学生的理论知识、技能操作、护理礼仪、宣教能力、沟通关怀能力以及总分均高于对照组,差异有统计学意义(P<0.05)。观察组学生中喜欢这种教学模式的比例高于对照组,认为此种教学模式能够激发学习兴趣、增强技能熟练程度、提高分析问题及解决问题的能力、利于理论知识与实践技能的融合应用、提高团队协作意识的比例均明显高于对照组,差异有统计学意义(P<0.05)。结论在临床儿科学教学中采用翻转课堂联合案例教学法有助于学生综合素质的提高,还可促进教学效果的提高。

Objective To study the effect of flipping class combined with case teaching in clinical paediatrics teaching.Methods All of 80 rural medical students from Lianzhou Health School of Guangdong Province from September 2017 to January 2018 were selected as study objects and they were divided into the control group(40 cases)and observation group(40 cases)according to the class.The control group was given the traditional teaching method,while the observation group was given flipping class combined with case teaching method.The results of the test and questionnaire were compared between the two groups.Results The theoretical knowledge,skill operation,nursing etiquette,propaganda ability,communication ability and total score of the students in the observation group were higher than those in the control group(P<0.05).The proportion of students in the observation group who like this teaching mode was higher than that in the control group,and the proportion of students believing that this teaching mode could stimulate learning interest,enhance skill proficiency,improve the ability to analyze and solve problems,facilitate the integration and application of theoretical knowledge and practical skills,and enhance the awareness of teamwork were significantly higher than those in the control group,and there were significant differences between the two groups(P<0.05).Conclusion The flipping class combined with case teaching method in clinical paediatrics teaching is helpful to the improvement of students′comprehensive quality and to the improvement of teaching effect.