中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (12): 925-928.DOI: 10.3760/cma.j.cn115259-20230324-00310

• 教育技术 • 上一篇    下一篇

基于同伴互助学习的翻转课堂在临床医学专业实习生基础生命支持课程中的应用

邓康1, 陆雅萍1, 孙新华2, 刘明娟1, 刘金芝2, 李杰1, 周清河1   

  1. 1嘉兴学院附属医院麻醉学教研室,嘉兴 314001;
    2嘉兴学院附属医院教学培训部,嘉兴 314001
  • 收稿日期:2023-03-24 出版日期:2023-12-01 发布日期:2023-11-27
  • 通讯作者: 周清河, Email: jxxmxy@163.com
  • 基金资助:
    嘉兴学院教学改革研究项目(851521088);浙江省教育厅科研项目(Y202249494)

Application of flipped classroom based on peer assisted learning in basic life support course for interns of clinical medicine

Deng Kang1, Lu Yaping1, Sun Xinhua2, Liu Mingjuan1, Liu Jinzhi2, Li Jie1, Zhou Qinghe1   

  1. 1Department of Anesthesiology, Affiliated Hospital of Jiaxing University, Jiaxing 314001, China;
    2Department of Teaching and Training, Affiliated Hospital of Jiaxing University, Jiaxing 314001, China
  • Received:2023-03-24 Online:2023-12-01 Published:2023-11-27
  • Contact: Zhou Qinghe, Email: jxxmxy@163.com
  • Supported by:
    Jiaxing University Teaching Reform Research Project(851521088); Scientific Research Fund of Zhejiang Provincial Education Department(Y202249494)

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摘要： 目的 探讨基于同伴互助学习(peer assisted learning,PAL)的翻转课堂在临床医学专业实习生基础生命支持(basic life support,BLS)课程中的应用效果。方法 选取2020年11月至2022年10月在嘉兴学院附属医院实习的60名五年制临床医学专业学生为研究对象,按照随机表法分为试验组和对照组,试验组30人采用基于PAL的翻转课堂教学,对照组30人采用传统教学。教学结束后,比较两组学生不同时点理论考试和实践技能考核成绩,并通过问卷调查了解其教学满意度。结果 试验组学生在教学结束后即刻、结束1月后、结束3月后的理论考试成绩分别为(86.27±3.51)分、(81.47±3.89)分、(78.53±3.79)分,高于对照组学生的(83.07±4.39)分、(75.60±5.24)分、(71.67±4.85)分;试验组学生实践技能考核成绩分别为(91.27±3.15)分、(88.93±3.45)分、(86.90±3.52)分,高于对照组学生的(89.20±3.37)分、(85.37±3.08)分、(83.40±4.08)分,差异均有统计学意义(均P＜0.05)。试验组学生对教学表示满意的人数为25人(83.3%),高于对照组学生的17人(56.7%),其差异具有统计学意义(χ2=5.41,P=0.047)。结论 基于PAL的翻转课堂教学用于临床实习生BLS课程教学效果较好,有助于增强学生实践能力与自信心,提升教学满意度。

关键词: 同伴互助学习, 翻转课堂, 实习生, 基础生命支持

Abstract: Objective To explore the application effect of flipped classroom based on peer assisted learning (PAL) in basic life support (BLS) course for interns of clinical medicine. Methods Sixty five-year clinical medicine students who practiced in the Affiliated Hospital of Jiaxing University from November 2020 to October 2022 participated in the research. According to the random table method, they were divided into the experimental group and the control group. The flipped classroom teaching model and method based on peer assisted learning was adopted for the experimental group (n=30), whereas the traditional teaching methods was adopted for the control group (n=30). After the teaching, the results of theoretical test and practical skill examination of the two groups of students at different time points were compared, and course satisfaction was also investigated by questionnaire. Results The theoretical test scores of the experimental group were (86.27±3.51), (81.47±3.89) and (78.53±3.79) immediately after the teaching, 1 month after the teaching and 3 months after the teaching, respectively. The scores were higher than those of control group (83.07±4.39), (75.60±5.24) and (71.67±4.85). The practical skills assessment scores of the experimentalgroup were (91.27±3.15), (88.93±3.45), (86.90±3.52), which were higher than those of the control group (89.20±3.37), (85.37±3.08), (83.40±4.08). The differences were statistically significant (all P<0.05). The number of students who were satisfied with the teaching in the experimental group was 25 (83.3%), which was significantly higher than that in the control group was 17 (56.7%), and the difference was statistically significant (χ2=5.41, P=0.047). Conclusions The flipped classroom teaching method based on peer-assisted learning has a good teaching effect in the course of basic life support for clinical interns, which helps to enhance students′ practical ability and self-confidence, and improve teaching satisfaction.

Key words: Peer-assisted learning, Flipped classroom, Intern, Basic life support

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