中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (11): 831-834.DOI: 10.3760/cma.j.issn.1673-677X.2019.11.007

• 教学方法 • 上一篇    下一篇

翻转课堂教学方式在外科学理论教学中的应用

胡晓帆1, 赵诣林2, 陈旭1, 严亚波1, 冯亚非1, 田晶3, 雷伟3   

  1. 1空军军医大学西京医院骨科,西安 710032;
    2空军军医大学西京医院医务处,西安 710032;
    3空军军医大学西京医院外科学教研室,西安 710032
  • 收稿日期:2019-03-24 出版日期:2019-11-01 发布日期:2020-12-09
  • 通讯作者: 雷伟,Email:leiwei@fmmu.edu.cn,电话:029-84771011

The application of “flipped classroom” method in the teaching of surgery for medical undergraduates

Hu Xiaofan1, Zhao Yilin2, Chen Xu1, Yan Yabo1, Feng Yafei1, Tian Jing3, Lei Wei3   

  1. 1Department of Orthopedics,Xijing Hospital,Air Force Medical University,Xi'an 710032,China;
    2Division of Medical Affairs,Xijing Hospital,Air Force Medical University,Xi'an 710032,China;
    3Teaching and Research Section of Surgery,Xijing Hospital,Air Force Medical University,Xi'an 710032,China
  • Received:2019-03-24 Online:2019-11-01 Published:2020-12-09
  • Contact: Lei Wei,Email:leiwei@fmmu.edu.cn,Tel:0086-29-84771011

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摘要： 目的 探讨翻转课堂教学方式应用于外科学理论教学中的效果。方法 采用实验对照方法。2018年,选取空军军医大学2015级五年制临床医学专业92名学员为研究对象,随机分为实验组和对照组,每组46名学员。在外科学骨科章节理论教学中,实验组采用翻转课堂教学方式,对照组采用传统教学方式。从两组学员课堂表现、课程结束后及3个月后的2次理论考试成绩及问卷调查3个方面评价教学效果。结果 实验组学员课堂主动提问次数多;2次考试成绩均好于对照组学员[(83.18±3.71)分比(74.64±3.42)分、(77.91±3.91)分比(63.82±3.28)分],差异均具有统计学意义(均P<0.01)。问卷调查结果表明,实验组学员对翻转课堂教学方式评价更高,在学习兴趣、能力提升和视野拓展的评价均高于对照组学员[(8.86±0.54)分比(7.57±0.46)分、(9.34±0.47)分比(7.19±0.36)分、(9.20±0.52)分比(7.33±0.41)分],差异均具有统计学意义(均P<0.05)。结论 翻转课堂教学方式应用于外科学理论教学中,能提高学员学习的积极性、知识掌握的准确性和全面性、长期记忆的牢固性。

关键词: 翻转课堂, 教学方式, 外科学, 应用效果

Abstract: Objective To explore the learning outcome of “flipped classroom” method on the theoretical teaching of surgery for medical undergraduates.Methods Randomized controlled trial was carried out.In 2018,92 medical undergraduates from the 2015 five-year major were randomly allocated into two groups:control group and experimental group,with 46 students in each group.The experimental group received “flipped classroom” teaching method,while the control group was taught by traditional teaching method.The teaching outcomes were evaluated in three ways:students' behaviors in the classes;results in two exams with a three-month interval;questionnaire for students about their learning outcome.Results Compared with control group,experimental group showed more question asking,significantly higher scores in the two exams[(83.18±3.71)vs(74.64±3.42),(77.91±3.91)vs(63.82±3.28)],with statistical significance (all P<0.01),as well as better comment on their own learning outcome in the questionnaire,especially in regard to learning interest,ability enhancement and vision expansion[(8.86± 0.54)vs(7.57± 0.46),(9.34± 0.47)vs(7.19± 0.36),(9.20± 0.52)vs(7.33± 0.41)],with statistical significance(all P<0.05).Conclusions Reasonable application of “flipped classroom” method in the theoretical teaching of surgery knowledge could effectively improve the learning outcomes by strengthening students' learning interest,the accuracy and comprehensiveness of their knowledge understanding,their long-term memory as well as comprehensive abilities.

Key words: Flipped classroom, Teaching method, Surgery, Learning outcomes

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