翻转课堂结合PBL用于围术期床旁超声心动图规范化培训的效果

Effect of flipped classroom combined with problem-based learning on standardized training for perioperative beside echocardiography

目的评价翻转课堂结合基于问题教学(PBL)用于围术期床旁超声心动图规范化培训的效果。方法选取2021年1月至2022年6月在华中科技大学同济医学院附属协和医院麻醉科轮转规培二年级学生64名,性别不限,采用随机数字表法分为2组(n=32):对照组采用传统教学模式,试验组采用翻转课堂结合PBL模式。在为期3个月的床旁超声心动图标准切面及血流动力学评价教学结束后,比较2组超声心动图理论综合成绩和临床实践成绩(≥80分为优良),并通过发放问卷对学生的自主学习能力和主动性、学习兴趣、专业知识掌握效率、对带教工作满意度、沟通协作能力及临床思维能力进行调查。结果与对照组相比,试验组学生超声心动图理论综合成绩[(87±8)分vs(80±8)分]和临床实践成绩[(86±8)分vs(78±8)分]明显升高,超声心动图理论综合成绩优良率(88%vs 47%)和临床实践成绩优良率(84%vs 50%)明显升高(P<0.05或0.01)。共发放64份调查问卷,收回64份,回收率为100%。试验组学生超声心动图自学能力和主动性增强(94%vs 69%)、学习兴趣增强(91%vs 66%)、专业知识掌握效率提高(97%vs 75%)、对带教工作满意(94%vs 62%)、沟通协作能力增强(84%vs 62%)及临床思维能力增强(88%vs 59%)等方面明显优于对照组(P<0.05)。结论翻转课堂结合PBL用于围术期床旁超声心动图规范化培训的效果优于传统教学。

Objective To evaluate the effect of flipped classroom combined with problem-based learning(PBL)on the standardized training for perioperative beside echocardiography.Methods A total of 64 second-year standardized training students from the Department of Anesthesiology at Union Hospital,Tongji Medical College,Huazhong University of Science and Technology,were selected between January 2021 and June 2022 and assigned to control group(n=32)and test group(n=32)using a random number table method.Control group employed the traditional teaching model,and test group utilized the flipped classroom combined with PBL.After a 3-month period of teaching standard views and hemodynamic evaluation of bedside echocardiography,the comprehensive theoretical and clinical practice scores(a score of≥80 was considered excellent or good)were compared between the two groups.Additionally,a questionnaire was distributed to assess students′self-directed learning ability and initiative,interest in learning,efficiency in mastering professional knowledge,satisfaction with teaching,communication and collaboration skills,and clinical thinking ability.Results Compared with control group,the students in test group showed significant improvements in both comprehensive theoretical([87±8]vs[80±8])and clinical practical([86±8]vs[78±8])echocardiography scores(P<0.05 or 0.01).The excellent or good rate for comprehensive theoretical scores(88%vs 47%)and clinical practice scores(84%vs 50%)was significantly higher in test group than in control group(P<0.05 or 0.01).A total of 64 questionnaires were distributed,and all of them were returned,yielding a response rate of 100%.The students in test group demonstrated enhanced self-directed learning ability and initiative(94%vs 69%),increased interest in learning(91%vs 66%),improved efficiency in mastering professional knowledge(97%vs 75%),greater satisfaction with teaching(94%vs 62%),enhanced communication and collaboration skills(84%vs 62%),and improved clinical thinking ability(88%vs 59%)compared to control group(P<0.05).Conclusions The combination of a flipped classroom and PBL produces better effect than traditional teaching methods when used for standardized training for perioperative bedside echocardiography.