“翻转课堂”结合思维导图在骨科临床教学中应用价值

Application value of"flipped classroom"combined with mind mapping in clinical teaching of orthopedics

目的探讨“翻转课堂”结合思维导图教学模式的临床教学应用效果。方法将2022年1月至2023年1月在蚌埠医学院第一附属医院骨科住院规培医师40名,按照随机数表法分为观察组和对照组,每组各20名。观察组使用基于“翻转课堂”结合思维导图教学模式,对照组使用常规基于问题的教学方法(PBL),从临床实践技能及专业理论考核成绩、规培医师满意度方面进行教学效果评价。结果观察组执业医师真题、骨科出科专业理论、骨科专业前沿知识、文献阅读、辅助检查考试成绩明显高于对照组,差异有统计学意义(P<0.05)。观察组临床问诊、患者查体、鉴别诊断、诊疗方案制订、医患沟通成绩均明显高于对照组,差异有统计学意义(P<0.05)。观察组教学效果满意度得分高于对照组,差异有统计学意义(P<0.05)。结论“翻转课堂”结合思维导图的教学模式,能够充分调动住院规培医生自主学习的积极性,大幅度提升学习效率。

Objective To investigate the application effect of clinical teaching of"flipped classroom"combined with teaching mode of mind mapping.Methods A total of 40 standardized training physicians admitted to the Department of Orthopedics in the First Affiliated Hospital of Bengbu Medical University from January 2022 to January 2023 were divided into the observation group(n=20)and the control group(n=20)according to the random number table method.The observation group was treated with the teaching mode based on"flipped classroom"combined with mind mapping,while the control group was treated with the conventional teaching mode of problem-based learning(PBL).The teaching effect was evaluated from the aspects of clinical practice skills,professional theory assessment performances and satisfaction of standardized training physicians.Results The scores of historical examinations of medical practitioners,professional theory for graduation of orthopedics,frontier knowledge of orthopedics major,literature reading and auxiliary inspection examination performances in the observation group were obviously higher than those in the control group,with statistically significant significances(P<0.05).The clinical consultation,patient physical examination,differential diagnosis,diagnosis and treatment plan formulation,and doctor-patient communication scores in the observation group were significantly higher than those of the control group,with statistically significant differences(P<0.05).The scores of satisfaction with teaching effect in the observation group were all higher than those of the control group,with statistically significant differences(P<0.05).Conclusion The teaching mode of"flipped classroom"combined with mind mapping can fully mobilize the enthusiasm of standardized training physicians for autonomous learning and greatly improve the learning efficiency.