多学科诊疗模式下翻转课堂在头颈肿瘤临床教学中的应用

Application of Flipped Classroom Under Multidisciplinary Diagnosis and Treatment Mode in Clinical Teaching of Head and Neck Tumors

目的探讨多学科诊疗(multidisciplinary diagnosis and treatment,MDT)模式下翻转课堂在头颈肿瘤临床教学中的应用效果。方法于2022年9月—2023年3月选取重庆医科大学附属第一医院耳鼻咽喉头颈外科2020年9月、2021年9月及2022年9月入学的36名专业学位研究生,采用随机数字表法分为对照组和试验组,每组各18名。对照组采用传统的教学模式,试验组采用MDT模式下翻转课堂教学模式。教学完成后,采用试卷答题的形式评价2组的知识点掌握情况,通过问卷调查形式完成学生对教学模式的满意度的评价。结果试验组的理论成绩[(40.22±4.43)分]、临床病例分析成绩[(36.11±4.34)分]均高于对照组[(41.11±3.43)分、(34.22±4.30)分],差异有统计学意义(P<0.05)。试验组的自主学习能力[(88.06±5.10)分]、主动参与感[(88.61±4.00)分]、团队协作能力[(89.78±3.57)分]、医患沟通能力[(87.44±5.20)分]、创新实践能力[(82.83±4.21)分]、临床思维能力[(89.83±3.45)分]、理论联系实践能力[(88.28±3.67)分]、教学模式满意度[(91.00±3.51)分]、对带教老师的满意度[(90.33±4.36)分]、学习兴趣[(90.22±3.44)分]等方面的评分均高于对照组[(67.39±5.79)分、(71.44±4.07)分、(66.06±5.15)分、(78.61±4.57)分、(71.50±3.67)分、(67.89±4.23)分、(67.89±3.48)分、(78.72±4.75)分、(80.56±4.89)分、(80.94±2.30)分],差异有统计学意义(P<0.05)。结论MDT模式下翻转课堂在头颈肿瘤临床教学中的教学效果良好,能够充分调动学生的主观能动性,培养学生的自主学习能力。

Objective To explore the application effect of flipped classroom under multidisciplinary diagnosis and treatment(MDT)mode in clinical teaching of head and neck tumors.Methods A total of 36 professional degree postgraduate enrolled in the department of otolaryngology,head and neck surgery of the First Affiliated Hospital of Chongqing Medical University in September 2020,September 2021 and September 2022 from september 2022 to March 2023 were selected.They were divided into the control group and the experimental group according to random number table method,with 18 par t icipants in each group.The control group adopted the traditional teaching mode,and the experimental group adopted the flipped classroom teaching mode under MDT mode.After the completion of the teaching,the knowledge of the two groups was evaluated through the form of examination papers,and the students'satisfaction with the teaching mode was evaluated through questionnaires.Results The theoretical scores[(40.22±4.43)points]and clinical case analysis scores[(36.11±4.34)points]of the experimental group were higher than those of the control group[(41.11±3.43)points and(34.22±4.30)points],and the differences were statistically significant(P<0.05).The scores of autonomous learning ability[(88.06±5.10)points],active participation abil i ty[(88.61±4.00)points],teamwork abi l i ty[(89.78±3.57)points],docter-patient communication ability[(87.44±5.20)points],innovative practice ability[(82.83±4.21)points],clinical thinking ability[(89.83±3.45)points],the ability of theory and practice ability[(88.28±3.67)points],satisfaction with teaching mode[(91.00±3.51)points],satisfaction with teachers[(90.33±4.36)points],interest in learning[(90.22±3.44)points]of the experimental group were all higher than those of the control group[(67.39±5.79)points,(71.44±4.07)points,(66.06±5.15)points,(78.61±4.57)points,(71.50±3.67)points,(67.89±4.23)points,(67.89±3.48)points,(78.72±4.75)points,(80.56±4.89)points,(80.94±2.30)points],and the differences were statistically significant(P<0.05).Conclusion The flipped classroom under the MDT mode has good teaching effects in the clinical teaching of head and neck tumors,which can fully mobilize students'subjective initiative and cultivate their self-learning ability.