“翻转课堂”在妇产科住院医师规范化培训中的实践摸索

Practice exploration of"flipped classroom"in standardized training of residents in obstetrics and gynecology

目的在住院医师规范化培训中推广“翻转课堂”理念,总结妇产科专业基地的实践经验,提高培训效果。方法选取解放军总医院第一医学中心妇产科专业基地2016、2017级住院医师共20人,均观察2年,2016级学员观察时间为2016年9月至2018年8月,2017级学员观察时间为2017年9月至2019年8月。每位住院医师按照抽签顺序依次进行“学员to学员”授课。上述培训模式的住院医师属于教学改革组,另有2018级的14名住院医师(观察时间为2018年9月至2020年8月)作为传统教学组进行对照。由带教老师分别为住院医师评分,以评价学员各方面能力的提升程度,并通过问卷调查形式收集并归纳住院医师对该教学形式的反馈意见。结果教学改革组培训后自学、专业知识掌握程度、临床思维、语言表达方面的评分高于培训前(P<0.05),但培训前后学员的科研能力比较,差异无统计学意义(P>0.05);两组学员在规范化培训开始前综合能力比较,差异无统计学意义(P>0.05),通过规范化培训,两组学员的综合能力均明显高于培训前(P<0.05),且教学改革组高于传统教学组,差异有统计学意义(P<0.05);相对于传统教学组,教学改革组的学员对“学员to学员”这一授课形式的教学认同感较高,65%学员认为语言表达能力和查阅专业相关资料的能力得到明显提高。结论在妇产科规范化培训教学中应用“翻转课堂”教学模式满足了住院医师个性化学习和自主学习的需求,促进了学习动机与态度的转变,为妇产科专业基地的教学改革带来新的途径。

Objective To promote the concept of"flipped classroom"in the standardized training of residents,summarize the practical experience of obstetrics and gynecology professional bases,and improve the training effect.Methods A total of 20 residents enrolled from 2016 and 2017 in the Obstetrics and Gynecology professional bases of The First Medical Center of The General Hospital of the Chinese People's Liberation Army were selected.Both groups have been observed for 2 years.The observation time of grade 2016 students was from September 2016 to August 2018,the observation time of grade 2017 students was from September 2017 to August 2019.Each resident was given a"student-to-student"lecture in the order of drawing lots.Residents in the above-m entioned training model belonged to the teaching reform group,and there were 14 residents in the 2018 grade as the traditional teaching group for comparison,and the observation time of 2018 grade students was from September 2018 to August 2020.The teachers scored the residents to evaluate the improvement of students'abilities in all aspects,and collected and summarized the feedback from the residents on the teaching form through questionnaire survey.Results The scores of self-study,professional knowledge,clinical thinking and language expression in the teaching reform group were higher than those before training(P<0.05),but there was no significant difference in scientific research ability(P>0.05).Through standardized training,the comprehensive ability of resident in the two groups was significantly higher than that before training(P<0.05).The teaching reform group was higher than the traditional teaching group,the difference was statistically significant(P<0.05).Compared with the traditional teaching group,the resident of the teaching reform group had a higher teaching identity to 65%of the students thought that the ability of language expression and access to relevant professional materials had been significantly improved.Conclusion The application of the"flipped classroom"teaching model in standardized training of obstetrics and gynecology meets the needs of residents for personalized learning and autonomous learning,promotes the transformation of learning motivation and attitudes,and brings new ways to the teaching reform of the obstetrics and gy necology professional bases.