中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (8): 594-597.DOI: 10.3760/cma.j.cn115259-20191125-01019

• 教学方法 • 上一篇    下一篇

基于SPOC的翻转课堂教学方法在急诊高级心血管生命支持教学中的应用

郑梓煜1, 叶珈琳2, 廖瑾莉1   

  1. 1中山大学附属第一医院急诊科,广州 510080;
    2中山大学附属第一医院儿科,广州 510080
  • 收稿日期:2019-11-25 出版日期:2020-08-01 发布日期:2020-12-08
  • 通讯作者: 廖瑾莉,Email:13312862163@189.cn,电话:020-87755766-8500

Application of flipped classroom based on small private online course in the training of advanced cardiovascular life support

Zheng Ziyu1, Ye Jialin2, Liao Jinli1   

  1. 1Emergency Department, the First Affiliated Hospital of Sun Yat-sen University, Guangzhou 510080, China;
    2Pediatric Department, the First Affiliated Hospital of Sun Yat-sen University, Guangzhou 510080, China
  • Received:2019-11-25 Online:2020-08-01 Published:2020-12-08
  • Contact: Liao Jinli, Email: 13312862163@189.cn, Tel: 0086-20-87755766-8500

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摘要： 目的 探讨基于小规模限制性在线课程(small private online course, SPOC)的翻转课堂教学方法在急诊高级心血管生命支持教学中的应用效果。方法 2019年9月,选取中山大学2014级八年制临床医学专业98名见习学生为研究对象,将其随机分为试验组和对照组,每组49人。试验组采用基于SPOC的翻转课堂教学方法,对照组采用传统教学方法。通过两组学生的理论考试成绩、高级心血管生命支持病例模拟演练成绩和问卷调查结果进行教学效果评价。结果 试验组学生的理论知识考试成绩[(83.18±1.71)分]高于对照组学生[(77.47±1.49)分],其差异具有统计学意义(P＜0.01);试验组和对照组学生的病例模拟演练考核的个人成绩[(67.55±1.67)分比(63.88±2.30)分]和团队成绩[(67.76±1.12)分比(66.63±2.13)分]比较,其差异均无统计学意义(均P>0.05);在增加学习主动性和积极性等方面,试验组和对照组学生对各自教学方法的赞同评价比较[81.6%(40/49),16.3%(8/49)],其差异具有统计学意义(P＜0.05)。结论 基于SPOC的翻转课堂教学方法提高了学生高级心血管生命支持理论知识考试成绩,获得学生较高的评价,但对学生病例模拟演练考核成绩的影响不明显。如何利用该教学方法引导学生将理论知识应用于实践,仍然需要进一步探索。

关键词: 小规模限制性在线课程, 翻转课堂, 高级心血管生命支持, 教学方法

Abstract: Objective To explore the application effect of flipped classroom teaching method based on small private online course (SPOC) in the teaching of advanced cardiovascular life support in emergency department.Methods In September 2019, Ninety-eight undergraduates of eight-year program of clinical medicine enrolled in 2014 from Sun Yat-sen University were randomly divided into experimental group and control group with 49 in each. The experimental group adopts the flipped classroom teaching method based on SPOC, while the control group adopts the traditional teaching method. Through the theoretical test results of two groups of students, the scores and questionnaire results of the simulation exercise of advanced cardiovascular life support cases, the teaching effect was evaluated.Results The theoretical knowledge test scores of the experimental group were significantly higher than that of the control group [(83.18±1.71) vs (77.47±1.49)], P<0.01. No significant difference was found in individual performance [(67.55±1.67) vs (63.88±2.30)] and team performance [(67.76±1.12) vs (66.63±2.13)](all P>0.05).In terms of increasing learning initiative and enthusiasm, the satisfaction of students between the experimental group and the control group to their respective teaching methods was compared [81.6% (40/49) vs 16.3% (8/49)], the difference was statistically significant (P<0.05).Conclusions The flipped classroom teaching method based on SPOC improve the test results of theoretical knowledge of advanced cardiovascular life support, and get high evaluation from students, but it has no obvious impact on the examination results of students' case simulation exercise. How to use this teaching method to guide students to apply theoretical knowledge to practice still needs further research.

Key words: Small private online course, Flipped classroom, Advanced cardiovascular life support, Teaching method

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