基于SPOC的O-PIRTAS翻转课堂教学法联合虚拟鱼缸教学法在消化专业实践教学中的应用

Application of SPOC based O-PIRTAS flipped classroom teaching method combined virtual fishbowl interactive format teaching method in practice teaching of gastroenterology specialty

目的 评价基于小规模限制性在线课程(Small private online course, SPOC)的O-PIRTAS翻转课堂教学法联合虚拟鱼缸教学法在消化专业实践教学中的应用效果及评价。方法 选择2023年4月—2024年3月在某医科大学附属医院消化内科实习的医学本科生130名为研究对象。随机分为对照组(常规教学模式)和实验组(基于SPOC的O-PIRTAS翻转课堂教学法联合虚拟鱼缸教学法)两组,每组各65名。课程结束后,比较两组的理论考核、临床综合能力考核,评价两组的教学效果。结果 实验组学生的理论考核成绩显著高于对照组,差异具有统计学意义(P<0.05)。临床综合能力考核通过病史采集、病历书写、临床沟通能力、临床诊疗思维及策略、人文关怀五个方面进行多维度考核,结果提示实验组总体的临床综合能力成绩均显著高于对照组,差异具有统计学意义(P<0.05)。对两组的教学效果进行评价,实验组的教学效果更好。结论 基于SPOC的O-PIRTAS翻转课堂教学法联合虚拟鱼缸互动的混合教学模式在消化内科的临床医学教学中,教学效果良好,学生满意度高,有利于师生互动,可广泛推广应用。

Objective To evaluate the application effect of small private online course(SPOC)based O-PIRTAS flipped classroom teaching method combined with virtual fishbowl format in the practical teaching of gastroenterology major.Methods In this study,130 medical undergraduates who were undergoing their internship in the Department of Gastroenterology of the First Affiliated Hospital of A Specific University from April 2023 to March 2024 were selected as the research subjects.They were randomly divided into two groups:the control group(conventional teaching mode)and the experimental group(SPOC based O-PIRTAS flipped classroom teaching method combined with Virtual fishbowl format),with 65 students in each group.After the course,the theoretical assessment and clinical comprehensive ability assessment of the two groups were compared to evaluate the teaching effect of the two groups.Results The test scores of the experimental group were significantly higher than those of the control group,and the difference was statistically significant(P<0.05).The clinical comprehensive ability assessment was multidimensional through five aspects:medical history collection,medical record writing,clinical communication ability,clinical diagnosis and treatment thinking and strategy,and humanistic care.The results indicated that the overall clinical comprehensive ability scores of the experimental group were significantly higher than those of the control group,with statistical significance(P<0.05).The evaluation on the teaching effect indicated that the experimental group had better teaching effect.Conclusions The mixed teaching mode of SPOC based O-PIRTAS flipped classroom teaching method combined with virtual fishbowl interactive format in the clinical medicine teaching of gastroenterology department obtained good teaching effect,high student satisfaction,and is conducive to teacher-student interaction,which can be widely applied.