采用翻转课堂模式在MBBS留学生神经病学教学中的效果初探

A Preliminary Study on the Effect of Using Flipped Classroom Mode in the Teaching of Neurology for MBBS Foreign Students

目的探究翻转课堂模式在医学学士和外科学士(MBBS)留学生神经病学教学中的效果。方法将2016级(2019年9—12月)进行神经病学学习的9名MBBS留学生作为观察组,选择脑血管病2个章节进行翻转课堂模式教授,与2015级(2018年9—12月)15名进行神经病学常规学习的MBBS留学生(对照组)进行对照,比较(观察组)学生开展翻转课堂教学前后的学习态度、满意度;同时组间比较学习后对于重点内容的掌握程度。结果观察组展翻转课堂后学习主动性、临床思维能力、自主学习能力、小组合作学习能力及探究学习能力评分均高于开展翻转课堂课程前,差异有统计学意义(P<0.05);学生对教师态度、主动讲解、操作示范以及师生沟通满意度均显著高于未开展课程前,差异有统计学意义(P<0.05);观察组学生对基础知识、疾病诊断、疾病症状以及临床检查知识掌握度评分均高于对照组,差异有统计学意义(P<0.05)。结论翻转课堂模式在MBBS留学生神经病学教学中的应用,在改善学生学习态度及满意度方面有显著效果,且可以提升学生对重点知识的掌握程度。

Objective To explore the effect of the flipped classroom model in the teaching of neurology for international students of Bachelor of Medicine and Bachelor of Surgery(MBBS).Methods A total of 9 MBBS international students from grade 2016(September to December 2019)who studied neurology were selected as the observation group.Two chapters of cerebrovascular diseases were taught in flipped classroom mode,and 15 MBBS international students from grade 2015(September to December 2018)who studied neurology(control group)were compared.Students in the observation group were compared on their learning attitude and satisfaction before and after flipped classroom teaching.At the same time,the mastery of the key content after learning was compared between the groups.Results In the observation group,the scores of learning initiative,clinical thinking ability,autonomous learning ability,group cooperative learning ability,and inquiry learning ability after the flipped classroom courses were higher than those before the flipped classroom courses,and the difference was statistically significant(P<0.05);teachers′attitudes,active explanations,operation demonstrations,and teacher-student communication satisfaction for carrying out flipped classroom courses were significantly higher than those before,and the difference was statistically significant(P<0.05);the observation group′s students′perceptions of basic knowledge,disease diagnosis,and disease symptoms and the clinical examination knowledge mastery score was higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The application of the flipped classroom model in the neurology teaching of MBBS international students has a significant effect in improving students'learning attitude and satisfaction,and can improve students'mastery of key knowledge.