翻转课堂在临床小讲课教学中的应用

Application of Flipped Classroom in Clinical Small Lecture Teaching

目的探析翻转课堂在临床小讲课教学中的实践效果,为临床教学改革创新提供依据。方法在2018年1月—2021年12月开展教学研究,将2020—2021年在武汉大学第二临床学院胃肠外科及甲乳外科实习的55名本科专业学生作为试验组,以2018—2019年相同科室实习的55名本科专业学生作为对照组;其中,对照组采用传统小讲课教学法,组采用“翻转课堂”教学法,在教学完成后通过考核测试两组专业理论成绩、临床操作成绩及病案分析成绩,并用自学能力评分表、批判性思维能力量表评估两组学生的自学能力和临床思维能力,并调查学生的临床教学满意度。结果在临床教学完成后考核,试验组专业理论知识、临床实践操作及临床病案分析的分数为(96.32±1.84)分、(95.54±2.08)分、(95.26±2.15)分,对照组分别为(90.21±2.33)分、(88.91±2.32)分、(86.22±2.52)分,差异有统计学意义(P<0.05)。通过评估,试验组实习后的批判性思维能力、自学能力均优于对照组,差异有统计学意义(P<0.05),在实习前组间差异无统计学意义(P>0.05)。试验组临床教学满意度为96.36%,显著高于对照组的76.36%,差异有统计学意义(P<0.05)。结论在临床小讲课教学中应用翻转课堂教学法,有助于提高实习生的学习成绩,提升临床思维能力和自学能力,且受到临床实习生的欢迎。

Objective To explore the practical effect of flipped classroom in the teaching of small clinical lectures,and to provide the basis for the reform and innovation of clinical teaching.Methods The teaching research was carried out from January 2018 to December 2021.55undergraduate students who practiced gastrointestinal surgery and breastmilk surgery in the second clinical college of Wuhan University from 2020 to 2021 were selected as the experimental group,and 55 undergraduate students who practiced in the same department from 2018 to 2019 were selected as the control group.Among them,the control group adopted the traditional small lecture teaching method,while the group adopted the"flipped classroom"teaching method.After the completion of teaching,the scores of professional theory,clinical operation and medical record analysis of the two groups were tested by assessment.The self-study ability and clinical thinking ability of the two groups of students were evaluated by using the self-study ability rating scale and critical thinking ability scale,and the satisfaction of the students in clinical teaching was investigated.Results In the assessment after the completion of clinical teaching,scores of professional theoretical knowledge,clinical practice operation and clinical case analysis of the experimental group were(96.32±1.84)(95.54±2.08)(95.26±2.15)points.The control group was(90.21±2.33)(88.91±2.32)and(86.22±2.52)points,respectively,and the difference was statistically significant(P<0.05).According to the evaluation,the critical thinking ability and self-learning ability of the experimental group were better than those of the control group after practice,and the differences were statistically significant(P<0.05),while there was no statistically significant difference between the groups before practice(P>0.05).The satisfaction of clinical teaching in experimental group was 96.36%,which was significantly higher than that in control group(76.36%),the difference was statistically significant(P<0.05).Conclusion The application of flipped classroom teaching method in the teaching of clinical small lectures is helpful to improve the academic performance of interns,enhance the clinical thinking ability and self-learning ability,and is welcomed by clinical interns.