中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (6): 834-837.DOI: 10.3760/cma.j.issn.1673-677X.2018.06.008

• 教学方法 • 上一篇    下一篇

翻转课堂在本科流行病学教学中的应用

贾晶雅, 张燕平, 霍晓旭, 苗汝娟, 马菲   

  1. 300070天津医科大学公共卫生学院流行病与卫生统计学系 预防医学国家级实验教学示范中心(贾晶雅、霍晓旭、苗汝娟、马菲);300052天津医科大学总医院感染科(张燕平)
  • 收稿日期:2018-03-28 发布日期:2020-12-09
  • 通讯作者: 马菲, Email: mafei@tmu.edu.cn
  • 作者简介:贾晶雅和张燕平对本文有同等贡献,均为第一作者

The application of flipped classroom in undergraduate epidemiology teaching

Jia Jingya, Zhang Yanping, Huo Xiaoxu, Miao Rujuan, Ma Fei   

  1. Department of Epidemiology and Biostatistics, School of Public Health, Tianjin MedicalUniversity & National Experimental Teaching Demonstration Center of Preventive Medicine, Tianjin 300070, China(Jia JY, Huo XX, Miao RJ, Ma F);Department of Infection, Tianjin Medical University General Hospital, Tianjin 300052, China(Zhang YP)Jia Jingya and Zhang Yanping are the first authors who contributed equally to the article
  • Received:2018-03-28 Published:2020-12-09
  • Contact: Ma Fei, Email: mafei@tmu.edu.cn

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摘要： 目的 探究翻转课堂在本科生流行病学教学中的应用效果,了解学生对翻转课堂的评价。方法 选取天津医科大学2013级预防医学专业本科生2个班学生为本研究对象,将其随机分为实验组和对照组,每组60人。在流行病学课程中选取“病例对照研究”和“队列研究”两部分内容,实验组采用翻转课堂教学模式;对照组采用传统教学模式。比较两组学生课程教学前后的理论成绩、实践成绩、案例分析成绩以及总成绩,并采用自编问卷调查实验组学生关于翻转课堂教学的评价。结果 实验组学生的理论成绩(t=5.762,P<0.001)、案例分析成绩(t=7.525,P<0.001)和总成绩(t=7.947,P<0.001)均高于对照组学生,差异均具有统计学意义。实验组学生对翻转课堂的评价较高。结论 翻转课堂在流行病学教学中的应用有助于提高教学效果,学生对翻转课堂的评价也较高,可以为后续本科生流行病学教学提供参考。

关键词: 翻转课堂, 流行病学, 教学模式, 教学评价

Abstract: Objective To explore the application effect of flipped classroom in the epidemiological teaching for undergraduate, so as to obtain students' attitudes and evaluations of flipped classroom. Methods Totally 2 classes of preventive medical students of Grade 2013 in Tianjin Medical University were selected. They were divided into experimental group and control group, each class have 60 students. Flipped classroom was used in the experimental group while traditional teaching was used in the control group. The theory test scores, practice scores, case analysis scores and total scores of the two groups were compared to evaluate the teaching effect before and after the course. A questionnaire was used in the experimental group to investigate their attitudes and evaluations about flipped classroom. Results After the course was implemented, the theory scores (t=5.762, P<0.001), case analysis scores (t=7.525, P<0.001) and total scores (t=7.947, P<0.001) of the experimental group were higher than those of the control group, and the differences were statistically significant. Most of the students in the experimental group had positive attitude on the flipped classroom. Conclusions The flipped classroom education in undergraduate learning epidemiological teaching has shown a better learning outcome. Flipped classroom was highly rated by students who have accepted the teaching. Flipped classroom is an effective teaching, which can be used as a reference for further epidemiology teaching in undergraduate.

Key words: Flipped classroom, Epidemiology, Teaching model, Teaching evaluation