基于深度学习理论的翻转课堂教学模式在胃肠外科临床带教中的应用效果

Application effect of flipped classroom teaching model based on deep learning theory in gastrointestinal surgery clinical teaching

目的探讨基于深度学习理论的翻转课堂教学模式对胃肠外科专业型硕士研究生临床带教的应用效果,为提高胃肠外科专业型学位硕士研究生的临床素质以及应变能力提供参考。方法纳入2022年1—12月在蚌埠医科大学第一附属医院胃肠外科接受临床带教的60名外科学专业型学位硕士研究生,采用随机数字表法分为观察组(30名)和对照组(30名)。观察组采用基于深度学习理论的教学模式展开教学培训,对照组采用传统教学模式进行培训。并于3个月后对所有外科学专业型学位硕士研究生进行教学效果评估以及教学效果满意度调查。结果观察组学生理论笔试成绩[(90.5±3.6)分]及技能考核成绩[(88.1±3.5)分]均高于对照组[(83.1±5.8)分、(76.0±4.8)分],观察组技能考核中问诊病史采集、专科体格检查、病历书写、外科换药术得分也均高于对照组(P<0.05)。观察组学生学习积极性、临床分析能力培养、思维拓展能力培养、临床操作能力、自主学习能力、团队合作能力以及满意度均显著高于对照组(P<0.05)。结论基于深度学习理论的翻转课堂教学模式可显著提升学生的临床实践能力、临床思维能力以及教学满意度。

ObjectiveTo investigate the application effect of the flipped classroom teaching model based on deep learning theory in clinical teaching of professional master's degree students in gastrointestinal surgery,and to provide a reference for improving the clinical quality and resilience of master's degree students in gastrointestinal surgery.MethodsA total of 60 master's degree students in surgery who received clinical teaching in Department of Gastrointestinal Surgery,the First Affiliated Hospital of Bengbu Medical University from January 2022 to December 2022 were randomly divided into an observation group(30 students)and a control group(30 students).The observation group used the teaching model based on deep learning theory to carry out teaching training,and the control group used the traditional teaching model for training.After 3 months,the evaluation of the clinical teaching effect and the satisfaction survey of the teaching effect were conducted for all master's degree students in surgery.ResultsThe scores of theoretical examination[(90.5± 3.6)points]and skill assessment[(88.1±3.5)points]in the observation group were higher than those in the control group[(83.1±5.8)points,(76.0±4.8)points].The skill examination of specialty interrogation history collection,physical examination,medical record writing,and surgical dressing technique scores in the observation group were higher than those in the control group(P<0.05).The students in the observation group had significantly higher learning enthusiasm,clinical analysis ability,thinking expansion ability,clinical operation ability,independent learning ability,teamwork ability,and satisfaction than those of the control group.ConclusionThe flipped classroom teaching model based on deep learning theory can significantly improve students'clinical practice ability,effectively cultivate the clinical thinking of master's degree students in surgery,and increase teaching satisfaction.