案例教学+翻转课堂的混合教学模式在肾内科住院医师规范化培训中的应用

Application of the Hybrid Teaching Model of Case Teaching Combined with Flipped Classroom in the Standardized Training of Nephrology Residents

目的探讨以案例教学为基础的翻转课堂教学模式在肾内科住院医师规范化培训中的应用效果,以期提高住培教学质量。方法将2020年1月1日-2022年12月31日在首都医科大学附属某医院肾病中心进行住院医师规范化培训的住院医师随机分为实验组(案例教学+翻转课堂的混合教学模式)15名和对照组(传统教学模式)15名,培训结束对2组住院医师进行理论考试、技能考核及满意度调查问卷,并由2名教师对所有住院医师的临床表现进行评价。对考核成绩、调查问卷及评估量表进行统计分析。结果实验组与对照组比较,住院医师的理论(87.07±3.04分vs.84.73±2.43分,P=0.0277)、技能考核成绩(86.07±2.76分vs.83.00±3.84分,P=0.018)比较,实验组均高于对照组。混合教学模式在提高住院医师学习的积极性、主动性及解决临床问题的能力等方面优于传统教学模式,临床教师对实验组学员的评价高于对照组。结论案例教学联合翻转课堂的混合教学模式可以提高肾内科规范化培训住院医师的学习积极性,提高住院医师的理论成绩和临床思维能力,并提升教学满意度。

Objectives This study aims to explore the effect of case-based learning(CBL)combined with flipped classroom in the standardized training for resident nephrologists.Methods Residents who underwent standardized training for resident physicians at the Nephrology Center of a Hospital Affiliated to Capital Medical University from January 1,2020 to December 31,2022 were randomly divided into an experimental group(mixed teaching mode of case teaching and flipped classroom,n=15)and a control group(traditional teaching mode,n=15).After the training,the two groups of residents were given a theoretical examination,a skills assessment,and a satisfaction questionnaire.The clinical performance of all residents was evaluated by two faculty members.Results The theoretical(87.07±3.04 vs.84.73±2.43,P=0.0277)and skill assessment scores(86.07±2.76 vs.83.00±3.84,P=0.018)of resident physicians in the experimental group were higher than those in the control group.The hybrid teaching model is superior to the traditional teaching model in improving residents'enthusiasm,initiative and ability to solve clinical problems.Clinical teachers'evaluation of the experimental group students was higher than that of the control group.Conclusions CBL combined with flipped classroom can improve the learning enthusiasm of resident physicians in standardized training of nephrology,enhance their theoretical grades and clinical thinking abilities,and enhance teaching satisfaction.