CTTM联合翻转课堂在神经内科临床见习教学中的应用

Application of CTTM Combined With Flipping Classroom in Clinical Probation Teaching of Neurology

目的观察案例式立体教学法(case three-dimensional teaching method,CTTM)联合翻转课堂教学模式在神经内科临床见习带教中的应用效果。方法选取2022年7月—2023年1月在浙江大学医学院附属邵逸夫医院神经内科轮转的64名浙江大学医学院临床医学本科见习生,将2022年7—10月的临床见习生纳入对照组,2022年11月—2023年1月的临床见习生纳入试验组。试验组31名,对照组33名。对照组采用传统带教法,试验组采用CTTM联合翻转课堂教学模式。见习结束后,比较两组见习生的出科理论知识及技能操作考核成绩、自评学习能力及教学满意度。结果出科考成绩方面,试验组理论知识客观题成绩较对照组高(P<0.001)。自评学习能力方面,试验组自评临床综合分析能力、临床空间思维能力和自主学习能力较对照组高(P<0.05)。教学满意度方面,试验组对教学方式满意度和教学吸引力评分较对照组高(P<0.05)。结论CTTM联合翻转课堂教学模式提高了临床见习生的神经病学临床思维能力、学习主动性和教学满意度。

Objective To observe the effect of case threedimensional teaching method(CTTM)combined with flipped classroom teaching mode in clinical probation teaching of neurology.Methods A total of 64 undergraduates majoring in clinical medicine who were rotating during probation period in the department of neurology of Sir Run Run Shaw Hospital Affiliated to Zhejiang University Medical College from July 2022 to January 2023 were selected.Clinical interns from July to October 2022 were included in the control group,and clinical interns from November 2022 to January 2023 were included in the experimental group.The control group adopted the traditional teaching mode,and the experimental group adopted the CTTM combined flipped classroom teaching mode.After each round of clinical probation,the scores of theoretical knowledge and clinical skills examinations,self-evaluation of learning ability and teaching satisfaction of the two groups were compared.Results In terms of the scores of the examinations,the scores of objective questions of theoretical knowledge examination in the experimental group were higher than that in the control group(P<0.001).In terms of self-evaluation of learning ability,scores of clinical comprehensive analysis ability,clinical spatial thinking ability and autonomous learning ability were higher in the experimental group than those in the control group(P<0.05).In terms of teaching satisfaction,the scores of teaching method satisfaction and teaching attraction in the experimental group were higher than those in the control group(P<0.05).Conclusion CTTM combined with flipping classroom teaching mode improves the clinical thinking ability,learning initiative and teaching satisfaction of clinical trainees in neurology.