翻转教学法在急诊住院医师规范化培训教学中的应用研究

Application research of flipped teaching method in standardized training of emergency resident physicians

目的探讨我校翻转教学法在急诊住院医师规范化培训教学中的影响,为后续教学研究提供参考。方法选取2022年9—12月于潍坊医学院附属医院急诊科住院医师规范化培训轮转学员40人,采用前瞻性研究方法将医师完全随机分为翻转教学组20人、传统教学组20人。收集两组学员年龄、性别、年级、住培学员类别基线资料;住培轮转每月月末,成立轮转月度考核小组,采用诊疗技能直接观察评估(DOPS)量表、迷你临床演练评估(Mini-CEX)量表和360°量表评价两组学员轮转学习情况。采用SPSS 23.0统计学软件进行数据整理及统计学分析。结果两组研究对象DOPS得分、Mini-CEX得分、翻转教学组360°得分交互效应、分组效应、时间效应比较,差异有统计学意义(P<0.05)。固定时间效应,翻转教学组2022年11—12月住培月度考核DOPS得分、Mini-CEX得分高于传统教学组,差异有统计学意义(P<0.05);翻转教学组2022年12月360°得分高于传统教学组,差异有统计学意义(P<0.05)。固定分组效应,两组研究对象得分呈上升趋势,与2022年9—11月住培月度考核DOPS得分、Mini-CEX得分、360°得分比较,翻转教学组2022年12月均升高,差异有统计学意义(均P<0.008)。与2022年9月住培月度考核DOPS得分、2022年11月DOPS得分、2022年9—10月份Mini-CEX得分比较,传统教学组2022年12月均升高,差异有统计学意义(均P<0.008)。结论翻转教学法可提高学生住院医师规范化培训考核成绩,实际教学工作中可予以采用。

Objective To explore the impact of flipped teaching method in standardized training and teaching of emergency resident physicians in our university,and provide a reference for subsequent teaching research.Methods A prospective study was conducted to select 40 rotating trainees for standardized training of resident physicians in the Emergency Department of the Affiliated Hospital of Weifang Medical University from September to December 2022.Physicians were randomly divided into a flipped teaching group of 20 and a traditional teaching group of 20.The baseline data on the age,gender,grade,and residential training category of two groups of students were collected;At the end of each month for residential training,a rotating monthly assessment team wa s established to evaluate the rotation learning status of the two groups of students using the direct observation of procedural skills(DOPS)scale,miniclinical evaluation exercise(Mini-CEX)scale,and 360°scale.SPSS 23.0 statistical software was used for data organization and statistical analysis.Results There were statistically significant differences in DOPS scores,Mini-CEX scores,and 360°scores between the two groups of study subjects,and the interaction effect,grouping effect,and time effect between the flipped teaching group(P<0.05).The fixed time effect showed that the flipped teaching group had higher DOPS and Mini-CEX scores in the monthly assessment of residential training from November to December 2022 compared to the traditional teaching group,with statistically significant differences(P<0.05);The flipped teaching group had a higher 360°score in December 2022 compared to the traditional teaching group,with a statistically significant difference(P<0.05).The fixed grouping effect showed an upward trend in the scores of the two groups of study subjects.Compared with the DOPS score,Mini-CEX score,and 360°score of the monthly assessment for residential training from September to November 2022,the scores of the flipped teaching group increased in De cember 2022,w ith st atistically si gnificant di fferences(P<0.05).Compared with the DOPS sc ore of the monthly assessment for residential training in September 2022,the DOPS score of November 2022,and the Mini-CEX score from September to October 2022,the scores o f the traditional teaching group increased in December 2022,with statistically significant increases(P<0.008).Conclusion The flipped teaching method can improve the standardized training and assessment scores of resident physicians for students,and can be adopted in practical teaching work.