PBL与翻转课堂教学模式在《急诊与灾难医学》课程应用的研究

Exploration and Research on the Application of PBL and Flipped Classroom Teaching Mode in the Course of Emergency and Disaster Medicine for Traditional Chinese Medicine Undergraduates

目的:探讨PBL与翻转课堂教学模式在中医本科生《急诊与灾难医学》课程的应用效果。方法:选择广西中医药大学2018级中医本科生120人作为研究对象,研究时间为2021年3月至6月,共一学期。将120人随机分成四组,A组(30人)采用传统教学模式,B组(30人)采用PBL教学模式,C组(30人)采用翻转课堂教学模式,D组(30人)采用PBL与翻转课堂相结合的教学模式。观察四组学生采取不同教学模式后的课程水平情况以及学生对不同教学模式的认可程度。结果:PBL与翻转课堂相结合的教学模式在临床教学中不仅能明显提高学生的学习成绩,教学认可度也明显高于其他三组,组间比较差异具有统计学意义(P<0.05)。结论:PBL联合翻转课堂教学模式有利于提高学生自主学习的积极性,在教学上值得推广使用。

Objective: To explore the application effect of PBL and flipped classroom teaching mode in the course of Emergency and Disaster Medicine for traditional Chinese medicine undergraduates. Methods: 120 traditional Chinese medicine undergraduates of grade 2018 of Guangxi University of Chinese Medicine were selected as the research objects. The research period was from March to June 2021, a total of one semester. 120 people were randomly divided into four groups. Group A(30 people) adopted traditional teaching mode, Group B(30 people) adopted PBL teaching mode, Group C(30 people) adopted flipped classroom mode, and Group D(30 people) adopted the combination of PBL and flipped classroom teaching mode. Observe the level of the four groups of students after adopting different teaching modes and students’ recognition of different teaching modes. Results: PBL combined with flipped classroom teaching mode not only significantly improved students’ academic performance in clinical teaching, but also significantly higher than the other three groups in teaching recognition, with statistical significance(P<0.05). Conclusion: PBL combined with flipped classroom teaching model is beneficial to improve students’ initiative in autonomous learning, which is worth popularizing in teaching.