基于案例协作学习结合翻转课堂教学在儿科放射规范化培训中的应用

Application of CBCL-based Flipped Classroom Teaching Mode in the Standardized Training of Pediatric Radiology

目的 探讨基于案例协作学习(CBCL)结合翻转课堂(FC)教学模式在儿科放射规范化培训中应用价值。方法 选取2018年1月1日-2020年12月31日于某三甲儿童专科医院放射科进行儿科专科住院医师规范化培训的学员40人为研究对象。按照轮转时间顺序分为传统教学模式(对照组)与CBCL模式(实验组)进行教学,每组各20人。轮转结束后进行理论考核、阅片实践考核,并进行调查问卷。对考核成绩以及调查问卷评分进行统计分析。结果 实验组理论与读片平均成绩分别为(81.70±7.85)分,(8.63±0.72)分,均高于对照组(P均<0.05)。同时,实验组在单份病例阅片时间效率提升,下降为(47.45±6.89)秒,与放射科工作的配合更顺畅,出现问题的次数减少至(1.85±0.88)次,与对照组差异具有显著统计学意义(P均<0.01)。调查问卷显示,实验组在自主学习时间增长至(62.35±10.84)秒,独立思考、合作能力提升以及知识掌握等评分均优于对照组,差异具有极显著的统计学意义(P均<0.001),且上述指标与总成绩呈显著相关(P均<0.001)。结论 儿科放射规范化培训中,基于CBCL翻转课堂教学模式有效提升学员理论成绩,增强主动学习、沟通及实践能力,培训效果明显优于传统教学模式。

Objectives This study aims to explore the application value of case-based collaborative learning(CBCL) flipped classroom(FC) teaching mode in the standardized training of pediatric radiology.Methods A total of 40 students who received standardized training for pediatric resident physicians in the radiology department of a tertiary children’s hospital from January 1, 2018 to December 31, 2020 were selected as the research objects. According to the rotation time sequence, they were divided into traditional teaching mode(control group) and CBCL mode(experimental group) for teaching, with 20 students in each group. After the rotation, theoretical assessment, film reading practice assessment, and questionnaires were conducted. The assessment results and questionnaire scores were statistically analyzed. Results The mean scores of theoretical and practical tests in the experimental group were 81.70±7.85 points and 8.63±0.72 points respectively, which were higher than those in the control group(both P<0.05). Meanwhile, the experimental group had improved efficiency in single case reading time, which decreased to 47.45±6.89 seconds, and the number of problems reduced to 1.85±0.88 times due to the smoother coordination with radiology workflow, which was significantly different from the control group(all P<0.01). The questionnaire showed that the independent learning time of the experimental group increased to 62.35±10.84 seconds, and the scores for independent thinking, cooperation ability improvement, and knowledge mastery were all better than those of the control group. The difference was extremely statistically significant(P<0.001). The total score was significantly correlated with the above indicators(all P<0.001).Conclusions In the standardized pediatric imaging training, the teaching mode based on CBCL effectively improves the theoretical performance of trainees, enhances active learning,communication, and practical ability, and the training effect is significantly better than the traditional teaching mode.