基于翻转课堂的混合式教学模式在儿科住院医师规范化培训中的应用效果

Application effects of blended teaching method based on flipped classroom in standardized training of pediatric residents

目的:探讨基于翻转课堂的混合式教学模式在儿科住院医师规范化培训中的应用效果。方法:选取该院儿科2019、2020级规培生30名为对照组,2021、2022级规培生30名为观察组,两组均接受30学时的儿科规范化培训,对照组采取常规教学模式,观察组采取基于翻转课堂的混合式教学模式。比较两组理论考核结果,实践考核(病史采集、体格检查、辅助检查、技能操作、人文沟通)评分,培训前后自主学习能力[自主学习能力测评量表(MSALAAS)]评分、批判性思维能力[批判性思维能力测量表(CTDI)]评分,以及教学满意度。结果:观察组理论考核优良率为90.00%(27/30),高于对照组的63.33%(19/30),差异有统计学意义(P<0.05);观察组病史采集、体格检查、辅助检查、技能操作、人文沟通等实践考核评分均高于对照组,差异有统计学意义(P<0.05);培训后,观察组MSALAAS、CTDI评分均高于对照组,差异有统计学意义(P<0.05);观察组总满意度为100.00%(30/30),高于对照组的76.67%(23/30),差异有统计学意义(P<0.05)。结论:基于翻转课堂的混合式教学模式用于儿科住院医师规范化培训可以提高学生自主学习能力,促进其形成批判性思维,从而提高其理论、实践考核成绩和对教学过程的满意度。

Objective:To explore application effects of blended teaching method based on flipped classroom in standardized training of pediatric residents.Methods:A total of 30 standardized training pediatric students in 2019 and 2020 in the hospital were selected as the control group,and 30 standardized training students in 2021 and 2022 were selected as the observation group.Both groups were received 30 hours of pediatric standardized training.The control group adopted the conventional teaching mode,while the observation group adopted the blended teaching based on the flipped classroom.The theoretical assessment results,the practical assessment(medical history collection,physical examination,auxiliary examination,skill operation,humanistic communication)scores,the self-learning ability[medical students'autonomous-learning ability assessment scale(MSALAAS)]scores before and after the training,the critical thinking ability[critical thinking disposition inventory(CTDI)]score,and the teaching satisfaction were compared between the two groups.Results:The excellent and good rate of theoretical assessment in the observation group was 90.00%(27/30),which was higher than 63.33%(19/30)in the control group,and the difference was statistically significant(P<0.05).The scores of medical history collection,physical examination,auxiliary examination,skill operation,humanistic communication and other practical assessment in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).After the training,the scores of MSALAAS and CTDI in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).Further,the total satisfaction of the observation group was 100.00%(30/30),which was higher than 76.67%(23/30)of the control group,and the difference was statistically significant(P<0.05).Conclusions:The blended teaching based on flipped classroom for the standardized training of the pediatric resident physicians can improve the students’autonomous learning ability and promote the formation of critical thinking,thereby improving their theoretical and practical assessment results and satisfaction with the teaching process.