摘要
目的探讨病例式微课+翻转课堂教学模式在全科医学教学中的效果。方法对全科医学临床实习学生应用病例式微课教学方法+翻转课堂式教学模式,对学习效果采用普查式调查问卷进行调查,比对转换教学模式前后学生理论成绩及临床技能成绩变化,并对结果进行统计分析。结果实施该种教学模式前后学生理论测试成绩及技能测试成绩均有不同程度的提升,学生理论成绩均值由(89.67±3.27)分增长为(92.50±3.55)分,技能成绩均值由(85.89±5.68)分增长为(91.83±4.94)分,且差异具有统计学意义(P<0.05),66.67%的学生对该种教学模式非常满意,学生多认为该种教学模式对学习效率、学习兴趣、自主学习能力、沟通交流能力、独立思考能力有帮助,能够加深对理论知识的理解,对活跃课堂气氛也非常有帮助。结论学生对"病例式微课+翻转课堂"教学模式的接受度和认可度高,对学生的成绩有正向的作用,同时此种方法能够让学生更容易更深刻掌握知识重点,更好的提高临床诊疗思维,更快的适应未来的临床工作,但同时这种教学模式需要学校的支持和教师的较高素养,存在缺乏系统性、连续性等的问题仍待解决。
Objective To explore the effect of case-based micro-course combined with flipping classroom teaching mode in general medical teaching. Methods The case-based micro-teaching method combined with the flip-type classroom teaching mode was used in the clinical intern students of general medicine. The pedigree questionnaire was used to investigate the learning effect. The changes of students' theoretical scores and clinical skills scores before and after the conversion of the teaching model were compared. The results were statistically analyzed. Results After the implementation of this teaching mode, the students' theoretical test scores and skill test scores were improved to varying degrees. The average student achievement score increased from(89.67±3.27) to (92.50±3.55), and the average skill score increased from (85.89±5.68) to (91.83±4.94), and the difference was statistically significant(P<0.05). 66.67% of the students were very satisfied with this teaching mode. Most students thought that this kind of teaching mode could help the learning efficiency, learning interest, self-learning ability, communication ability and independent thinking ability, and could deepen the theoretical knowledge. Understanding was also very helpful for an active classroom atmosphere. Conclusion Students have a high degree of acceptance and recognition of the“case-based micro-course combined with flipping classroom” teaching model, which has a positive effect on students' performance. At the same time, this method can make it easier for students to grasp the knowledge focus, improve the clinical diagnosis and treatment thinking better, and adapt to the future clinical work more quickly, but at the same time this teaching mode requires the support of the school and the higher quality of the teachers. The lack of systematic and continuous problems remains to be solved.
作者
石婧瑜
魏淑惠
闫璞玲
SHI Jingyu;WEI Shuhui;YAN Puling(Capital Medical University, Beijing 100069, China;The 93762 Military Hospital of PLA, Beijing 102100, China;Yanqing Teaching Hospital, Capital Medical University, Beijing 102100, China)
出处
《中国现代医生》
2019年第8期146-150,共5页
China Modern Doctor
基金
首都医科大学校长基金(2016JYY207)
关键词
病例式微课
翻转课堂
全科医生
临床教学
Case-based micro-course
Flipping classroom
General practitioner
Clinical teaching
