基于小规模限制性在线课程(small private online course, SPOC)的翻转课堂教学模式结合了线上线下教学的优势,已经广泛应用于医学教育领域。为了进一步提高医学检验专业学生的形态学检验能力,本研究在重庆医科大学2019级四年制医学检验技术专业和卫生检验与检疫专业共211名学生的临床基础检验学技术课程形态学教学中采用该教学模式。本文阐述了该教学模式在临床基础检验学技术课程形态学教学中的设计和实施过程,通过考试成绩和问卷调查评价教学效果。结果显示,2019级医学检验技术专业和卫生检验与检疫专业学生的形态学考试总评成绩分别为(83.22±1.63)分和(76.67±2.48)分,其均值分别比2018级2个专业学生的相关成绩[(76.39±0.69)分,(67.36±1.37)分]高了6.83分和9.31分;在回收有效问卷的198名学生中,190名(96.0%)学生认为该教学模式有助于形态学知识的巩固,143名(72.2%)学生认为其能够针对性地解决形态学学习中的难点,119名(60.1%)学生认为增强了他们的临床实践能力。基于SPOC的翻转课堂教学模式有助于学生对形态学知识的理解和掌握,进而培养了其自主学习能力,使其能够主动解决学习中的难点,增强其对细胞及其他有形成分的辨认能力,提高了该课程形态学的教学效果。
The flipped classroom teaching mode based on small limited online courses (SPOC), which combines the advantages of online and offline teaching, has been widely used in the field of medical education. In order to further improving the morphology testing ability of students majoring in medical laboratoryscience, this study adopted this teaching mode in 211 students majoring in medical laboratory technology and Health inspection and quarantine of grade 2019 in Chongqing Medical University. This paper describes the design and implementation process of this teaching mode in morphology teaching of clinical basic laboratory technology. The teaching effect was evaluated by examination results and questionnaire survey. The results showed that the total scores of these students were (83.22±1.63) points and (76.67±2.48) points. The average score were significantly higher than those of the two majors in grade 2018[(76.39±0.69) points and (67.36±1.37) points],which were 6.83 points and 9.31 points higher, respectively. Among the 198 students who responded to the questionnaires, 190(96.0%) students believe that the teaching mode was helpful to consolidate morphology knowledge, 143(72.2%) students think that it could solve the difficulties in morphology learning, and 119(60.1%) students believe that it enhanced their clinical practice ability. The flipped classroom teaching mode based on SPOC helps students to understand and master morphological knowledge, thereby cultivating their autonomous learning ability, enabling them to proactively solve difficulties in learning, enhancing their ability to recognize cells and other components in specimen, and improving the teaching effect of morphology teaching in this course.
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