微课视频联合翻转课堂在本科外科操作教学中的应用研究

Research on the Application of Micro-Lecture Videos Combined With Flipped Classroom in Undergraduate Surgical Operation Teaching

目的探讨微课视频联合翻转课堂在《西医外科学》本科专业课程外科基本操作课程教学中的应用效果。方法以2018年9月—2021年12月北京中医药大学第二临床医学院《西医外科学》专业课的中医学卓越中西医结合5+3八年制的206名本科阶段学生作为研究观察对象,实施外科技能操作教学,传统教学法组(n=101)采用普通教学模式,教学改革法组(n=105)采用微课视频联合翻转课堂。技能考核由外科单手打结及外科单纯缝合(含持针器打结)2个部分组成。最终比较2组的考核成绩,评价问卷调查结果。结果技能考核操作总分:教学改革法组[(86.36±7.60)分]高于传统教学法组[(81.92±8.92)分],差异有统计学意义(P<0.001);外科单手打结考核中,打结动作得分:教学改革法组[(23.47±0.75)分]高于传统教学法组[(23.08±0.96)分],差异有统计学意义(P<0.05);外科单纯缝合总分:教学改革法组[(44.52±5.48)分]高于传统教学法组[(41.03±6.88)分],其中打结正确得分、有效缝合并打结数量得分,教学改革法组高于传统教学法组,差异有统计学意义(P<0.05)。从问卷结果上分析,100%的学生了解翻转课堂教学模式,92.59%的学生参与过翻转课堂教学模式,61.73%的学生接受该种教学模式应用于外科基本操作课程教学中,并认为该教学方法合理,66.67%的学生认为对掌握外科基本技能操作具有正向促进作用。结论微课视频联合翻转课堂能够有助于提升《西医外科学》基本技能操作教学效果,提升学生自主学习能力和综合素质,是对《西医外科学》临床技能教学方法的有效探索,可为今后外科技能教学方法改革提供有益的借鉴。

Objective To investigate the effectiveness of combining micro-lecture videos combined with the flipped classroom approach in the teaching of surgical basic skills within the undergraduate course Western Medicine Surgery.Methods In this study,researchers focused on the students enrolled in the 5+3 integrated traditional Chinese and western medicine program,majoring in Western Medicine Surgery at the Second Clinical College of Beijing University of Chinese Medicine from September 2018 to December 2021.These undergraduate students were the subjects of observation for the implementation of surgical skill training.In the traditional teaching method group(n=101),the general teaching mode was adopted,while in the teaching reform method group(n=105),the micro-lesson video was combined with flipping the classroom.The skills assessment consists of two parts:surgical one-handed knot tying and surgical simple suturing(including knot-tying with needle holder).Finally,the assessment results of both groups were compared and the results of the questionnaire survey were evaluated.Results The total score of skill assessment operation:the teaching reform method group[(86.36±7.60)points]was higher than that of the traditional teaching method group[(81.92±8.92)points],and the difference was statistically significant(P<0.001).In the examination of one-hand knot tying in surgery,the score of knot tying in the teaching reform method group[(23.47±0.75)points]was higher than that in the traditional teaching method group[(23.08±0.96)points],the difference was statistically significant(P<0.05).The total score of simple surgical suture:the teaching reform method group[(44.52±5.48)points]was higher than that of the traditional teaching method group[(41.03±6.88)points],among which the score of correct knot tying and the score of effective suture and knot tying were higher than that of the traditional teaching method group,with statistical significance(P<0.05).From the questionnaire results analysis,it can be observed that 100%of the students understand the flipped classroom teaching mode.92.59%of students have participated in the flipped classroom teaching mode,61.73%of students have accepted that this teaching mode applied to the teaching of basic the surgical basic skills course,and it is believed that this teaching method is reasonable,and 66.67%of the students believe that it has a positive promoting effect on mastering basic surgical skills.Conclusion The micro-lecture videos combined with the flipped classroom can help to enhance the teaching effect of basic surgical skills in Western Medicine Surgery,it not only improves students'independent learning ability but also comprehensive quality.This approach is an effective exploration of the teaching method of clinical skills in Western Medicine Surgery,providing useful references for future reforms in surgical skills education.