临床教学中PBL全病例教学结合翻转课堂的应用研究

Research on the Application of PBL Full Case Teaching Combined With Flipped Classroom in Geriatric Clinical Teaching

目的 研究老年科临床教学中PBL全病例教学结合翻转课堂的应用。方法 回顾性选取2019年2月—2021年2月重庆市人民医院老年科护理实习生120名,依据临床教学模式方法分为以问题为导向的教学法(problem-based learning,PBL)全病例教学结合翻转课堂教学模式组(结合教学模式组)、传统教学模式组两组,各60名,统计分析两组护理实习生的病例分析能力考核成绩、自主学习能力、护理实习生自评问卷调查结果、教学满意度。结果 结合教学模式组护理实习生的理论知识成绩、检验检查成绩高、症状学诊断成绩、病例分析总成绩高于传统教学模式组,差异有统计学意义(P <0.05)。两组护理实习生教学后的策略分量表、动机分量表评分及自主学习能力总分均高于教学前,差异有统计学意义(P <0.05)。教学后,结合教学模式组护理实习生的策略分量表、动机分量表评分及自主学习能力总分以及学习兴趣评分高于传统教学模式组,差异有统计学意义(P <0.05)。自主学习能力评分、知识运用能力评分、发现与解决问题能力评分高于传统教学模式组,语言表达能力评分高于传统教学模式组,团队协作能力评分均高于传统教学模式组,差异有统计学意义(P <0.05)。结合教学模式组护理实习生的教学满意度高于传统教学模式组,差异有统计学意义(P <0.05)。结论 老年科临床教学中PBL全病例教学结合翻转课堂的应用效果较传统教学模式好。

Objective To study the application of PBL full case teaching combined with flipped classroom in clinical teaching of geriatrics. Methods 120 nursing interns in the geriatrics department of Chongqing People’s Hospital from February 2019 to February 2021 were retrospectively selected. According to the clinical teaching mode method,they were divided into two groups: PBL full case teaching combined with flipped classroom teaching mode group(combined with teaching mode group) and traditional teaching mode group, with 60 cases in each group. The evaluation results of case analysis ability, independent learning ability and Nursing interns’ self-assessment questionnaire survey results and teaching satisfaction.Results The scores of theoretical knowledge, test and examination, symptomatic diagnosis and case analysis of nursing interns in the combined teaching mode group were higher than those in the traditional teaching mode group,and the difference was statistically significant(P<0.05). The scores of strategy subscale, motivation subscale and total scores of autonomous learning ability of nursing interns in the two groups after teaching were significantly higher than those before teaching(P<0.05). After teaching, the scores of strategy subscale, motivation subscale, total scores of autonomous learning ability and learning interest of nursing interns in the combined teaching mode group were higher than those in the traditional teaching mode group, with statistically significant differences(P<0.05). The scores of autonomous learning ability, knowledge application ability,and problem finding and solving ability were higher than those of the traditional teaching model group, the scores of language expression ability were higher than those of the traditional teaching model group, and the scores of team cooperation ability were higher than those of the traditional teaching model group, with statistically significant differences(P<0.05). The teaching satisfaction of nursing interns in the combined teaching mode group was higher than that in the traditional teaching mode group, and the difference was statistically significant(P<0.05). Conclusion The application effect of PBL full case teaching combined with flipped classroom in geriatric clinical teaching is better than that of traditional teaching mode.