中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (1): 119-123.DOI: 10.3760/cma.j.issn.1673-677X.2018.01.027

• 继续医学教育 • 上一篇    下一篇

采用翻转课堂结合基于问题学习教学方法实施基层精神科医生临床心理学继续教育的初步探索

姜思思, 李光华, 彭荣, 黄薛冰   

  1. 100191 北京大学第六医院临床心理科(姜思思、黄薛冰); 665000 云南省普洱市第二人民医院精神科(李光华、彭荣)
  • 收稿日期:2017-05-27 发布日期:2020-12-08
  • 通讯作者: 黄薛冰,Email：huangxuebing@bjmu.edu.cn

A flipped classroom approach combined with PBL to exploring the clinical psychology training for grassroots psychiatrists

Jiang Sisi, Li Guanghua, Peng Rong, Huang Xuebing   

  1. Clinical Psychology Ward, The Sixth Hospital of Peking University; Institute of Mental Health of Peking University, Beijing 100191, China (Jiang SS, Huang XB); Psychiatry Ward, The Second People’s Hospital of Puer, Puer 665000, China (Li GH, Peng R)
  • Received:2017-05-27 Published:2020-12-08
  • Contact: Huang Xuebing, Email: huangxuebing@bjmu.edu.cn

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摘要： 目的 探索对基层精神科医生进行临床心理学继续教育的有效方法。方法 采用翻转课堂结合基于问题学习(problem-based learning,PBL)教学方法,设计适合基层精神科医生特点的临床心理学继续教育课程——“临床心理治疗实效培训”。课程安排4周共计24学时,每周授课2次,每次3学时。课程包括4大主题,每一主题包括1次基础理论课和1次实操督导课。课程教学前后采用自身对照方法,结合定量和定性方法考查培训效果。结果 课程结束后的满意度调查结果显示,参加培训的15名学员对课程总体满意度达100.0%;学员自评结果显示,学员在临床心理治疗“专业知识”、“技能”和“自信水平”三大方面均有提高。结论 采用翻转课堂结合基于问题学习教学方法对基层精神科医生进行临床心理学短期培训具有实效性,值得进一步研究和推广。

关键词: 基层精神科医生, 临床心理学, 翻转课堂, 基于问题学习, 继续教育

Abstract: Objective To explore the effective and efficient method of continuing education in clinical psychology for grassroots psychiatrists. Methods A clinical psychotherapy training program was launched for the 15 grassroots psychiatrists in one mental health hospital by using flipped classroom approach combined with problem-based learning method,using ‘Wechat group’ for discussing after class. The training lasts for 4 weeks 24 hours,2 times a week and altogether 8 lessons,3 hours for each lesson. There are four main themes of the training: basic methods of psychotherapy;the theory and application of group psychotherapy of in hospital patients;skills and strategies in therapeutic interviews;psychological therapy for common problems among children and adolescents. Each theme includes 1 basic theory session and 1 supervision session. After the training,the satisfaction degree of the participants was investigated. Before and after the training,the specific training effects are explored by self-control method by quantitative and qualitative ways. Results The satisfaction survey showed that the overall satisfaction rate was 100.0%,and the ‘student discussion’ had the lowest satisfaction rate of 66.7%. Quantitative analysis showed that students got improved in all three aspects of clinical psychology: ‘professional knowledge’,‘skills’ and ‘confidence level’. Conclusions The program using flipped classroom approach combined with PBL were effective and efficient in clinical psychology training for grassroots psychiatrists,and were worthy of further study and promotion.

Key words: Grassroots psychiatrist, Clinical psychology, Problem-based learning, Flipped classroom, Continuing education