基于翻转课堂与PBL相结合的“人体解剖学”教学研究与实践

Research and practice of"human anatomy"teaching based on Flipped Classroom combining with PBL

目的分析翻转课堂与PBL相结合的教学模式在本科生人体解剖学教学中的应用效果。方法随机选择西安交通大学2018级临床医学专业本科生12个班(共240人)为研究对象,其中6个班为试验组(n=120),6个班为对照组(n=120)。对照组采用传统教学模式,试验组采用翻转课堂与PBL相结合的教学模式。课程结束后,通过考试和问卷调查的方法评价教学效果。结果试验组系统解剖学期末成绩为(72.88±16.13)分,及格率为80.00%,高于对照组的(65.40±14.81)分和及格率66.67%,差异具有统计学意义(P<0.05);试验组局部解剖学期末成绩为(75.37±17.11)分,及格率为85.00%,高于对照组的(69.99±18.93)分和及格率72.50%,差异具有统计学意义(P<0.05);且试验组学生在学习积极性、课堂学习效率及多种能力的培养方面更优于对照组。结论翻转课堂与PBL相结合的教学模式有效提升了本科生人体解剖学的教学效果。

Objective To analyze the application effect of Flipped Classroom combining with Problem-based learning(PBL)teaching mode in human anatomy class of undergraduates.Methods 240 undergraduates(12 classes)majoring in clinical medicine enrolled in 2018 in Xi’an Jiaotong University were randomly seleceted as the objects,with 6 classes as the experimental group(n=120)and the other 6 classes as the control group(n=120).Traditional teaching method was used in the teaching of the control group,while Flipped Classroom combininf with PBL teaching method was adapted in the experimental group.At the end of the course,examination and questionnaire survey were used to evaluate the teaching effect.Results The average score(72.88±16.13)and pass rate of system anatomy(80.00%)of the experimental group were both higher than those of the control group(65.40±14.81,66.67%),and the difference is of statistic significance(P<0.05).In terms of regional anatomy,the experimental group acquired higher score(75.37±17.11)and pass rate(85.00%)than the control group(69.99±18.93,72.50%),and the difference is of statistic significance(P<0.05).Besides,students in the experimental group also obtained better results in learning initiative,classroom learning efficiency and the cultivation of various abilities than the control group.Conclusion Flipped Classroom combining with PBL teaching mode has effectively promote the teaching effect of undergraduates’human anatomy teaching.