中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (6): 451-454.DOI: 10.3760/cma.j.cn115259-20190905-00715

• 教育技术 • 上一篇    下一篇

自制模拟教具结合翻转课堂在超声引导注射教学中的应用

陈兆聪1, 曹君妍2, 黄冬梅2, 喻勇1, 丘卫红1   

  1. 1中山大学附属第三医院康复医学科,广州 510630;
    2中山大学附属第三医院超声科,广州 510630
  • 收稿日期:2019-09-05 出版日期:2020-06-01 发布日期:2020-12-08
  • 通讯作者: 丘卫红, Email: q-weihong@163.com, 电话: 020-85256011
  • 基金资助:
    广东省医学科学技术研究基金(A2017006)

Application of home-made simulated device combined with flipped classroom in teaching of ultrasound-guided injection

Chen Zhaocong1, Cao Junyan2, Huang Dongmei2, Yu Yong1, Qiu Weihong1   

  1. 1Department of Rehabilitation Medicine, the Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, China;
    2Department of Ultrasound, the Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, China
  • Received:2019-09-05 Online:2020-06-01 Published:2020-12-08
  • Contact: Qiu Weihong, Email: q-weihong@163.com, Tel: 0086-20-85256011
  • Supported by:
    Medical Scientific Research Foundation of Guangdong Province of China (A2017006)

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摘要： 目的 探讨自制模拟教具结合翻转课堂的教学方式在超声引导肉毒素注射教学中的应用效果。方法 选取2017年4月至2019年3月在中山大学附属第三医院康复科学习的41名医师为研究对象,将其随机分为试验组(n=22)和对照组(n=19)。试验组采用自制模拟教具结合翻转课堂的教学方式,对照组采用传统课堂讲授教学方式。对两组医师的超声定位和穿刺注射操作进行考核,对试验组医师进行有关教学方式的问卷调查。结果 试验组医师考核成绩总分[(14.68±4.75)分]高于对照组[(10.32±5.19)分],差异具有统计学意义(t=2.811,P＜0.01)。其中,试验组医师在超声辨别方法[(2.41±1.18)分比(2.00±1.22)分]、辨识的肌肉数目[(2.50±1.01)分比(1.79±1.13)分]、检查用时[(2.41±1.14)分比(1.47±1.17)分]和熟练程度[(2.41±1.05)分比(1.32±0.75)分]方面的评分均高于对照组,差异均具有有统计学意义(均P<0.05)。问卷调查表明,80%以上的医师认为,自制模拟教具结合翻转课堂的教学方式有利于知识点的理解、增加学习积极性、提高自学能力和操作技能以及增加实践机会。结论 自制模拟教具结合翻转课堂的教学方式有助于医师超声引导肉毒素注射操作能力的培养。

关键词: 模拟教具, 翻转课堂, 超声引导注射

Abstract: Objective To evaluate the effectiveness ofhome-made simulated device combined with flipped classroom on the improvement of ultrasound-guided botulinum toxin injection learning. Methods Forty-one doctors as visitors studying in Department of Rehabilitation Medicine, the Third Affiliated Hospital of Sun Yat-sen University, were randomly divided into experimental group (n=22) and control group (n=19). The home-made simulated device combined with flipped classroom was used in the experimental group, while the traditional classroom teaching method was applied in the control group. The operation of ultrasound-guided and injection was assessed in both groups, and a questionnaire survey for the teaching method was carried out in the experimental group. Results The score of experimeantal group was higher than that of control group[(14.68±4.75) vs (10.32±5.19), t=2.811, P＜0.01]. The scores of the rationality of ultrasonic discrimination process [(2.41±1.18) vs (2.00±1.22)], the number of correctly identified muscles[(2.50±1.01) vs (1.79±1.13)], the time of examination [(2.41±1.14) vs (1.47±1.17)] and the proficiency[(2.41±1.05) vs (1.32±0.75)] of the experimental group were higher than those of the control group (all P<0.05). The questionnaire survey showed that more than 80% of the students believed that the teaching method ofhome-made simulated device combined with flipped classroom was beneficial for knowledge understanding, increasing learning enthusiasm, improving self-learning ability and operational skills, as well as increasing practical opportunities. Conclusions The simulated device combined with flipped classroom is superior in mastering the ultrasound-guided botulinum toxin injection.

Key words: Simulated device, Flipped classroom, Ultrasound-guidance injection

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