Evaluation on the effect of Flipped classroom application of “Introduction to Medicine” course based on multi-disciplinary treatment from the perspective of medical students

doi:10.3760/cma.j.cn115259-20220217-00175

Chinese Journal of Medical Education ›› 2022, Vol. 42 ›› Issue (9): 796-800.DOI: 10.3760/cma.j.cn115259-20220217-00175

Previous Articles Next Articles

Evaluation on the effect of Flipped classroom application of “Introduction to Medicine” course based on multi-disciplinary treatment from the perspective of medical students

Li Xuchang¹, Chen Xiangfa¹, Liu Bo², Wang Luyun³, Lai Jinsheng³, Xiang Shuai⁴, Yao Fei⁵

¹Eight-year Clinical Medicine, Enrolled in 2017, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China;
²Division of Cardiology and Department of Internal Medicine, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China;
³Hepatic Surgery Centre, Department of Surgery, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030,China;
⁴Department of Oncology, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China;
⁵Office of Education, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China

Received:2022-02-17 Online:2022-09-01 Published:2022-08-29
Contact: Yao Fei, Email: yaofei72@163.com

Abstract

Abstract: Objective To evaluate the effect of the Flipped classroom based on multi-discipline treatment applied to the course of “Introduction to Medicine” from the perspective of medical students. Methods From 2020 to 2021, 96 eight-year clinical medicine students enrolled in 2016 and 2017 were selected from a university in Wuhan as the participants, of which 54 students enrolled in 2017 were the treatment group using Flipped classroom based on multi-disciplinary treatment, and 42 students enrolled in 2016 were the control group using the traditional teaching. After the course, a questionnaire survey was conducted, including teaching effect evaluation, teaching model evaluation and overall satisfaction evaluation, as well as theoretical knowledge exam and evaluation of case history writing. The results were analyzed by t-test, χ² inspection and Mann-Whitney U test. Results The score of clinical reasoning dimension in the evaluation of teaching effect of the students in the treatment group was higher than that of the control group [4.04 ± 0.50) vs. (3.69 ± 0.67)]; The overall satisfaction of teaching methods of the students in the treatment group was better than that of the control group [59.2% (29 / 49) vs. 18.8% (6 / 32)]; The score of theoretical knowledge examination of the students in the treatment group was better than that of the control group [(107.27 ± 8.64) vs. (103.76 ± 7.54) ], all P<0.05. In the evaluation of case history writing, the treatment group had better systematic thinking ability (40 case histories for Grade A, 12 for Grade B, 2 for Grade C) and logical thinking ability (30 case histories for Grade A, 22 for Grade B, 2 for Grade C) than the control group (26 case histories for Grade A, 7 for Grade B, 9 for Grade C in systematic thinking ability and 18 case histories for Grade A, 15 for Grade B, 9 for Grade C in logical thinking ability), and the differences were statistically significant (all P<0.05). Conclusions The Flipped classroom based on multi-discipline treatment has favorable educational effect in the teaching of “Introduction to Medicine”, and it can be recommended to be popularized and applied.

Key words: Flipped classroom, Multi-disciplinary treatment, Eight-year clinical medicine students, Perspective of medical students

CLC Number:

R-05

Li Xuchang, Chen Xiangfa, Liu Bo, Wang Luyun, Lai Jinsheng, Xiang Shuai, Yao Fei. Evaluation on the effect of Flipped classroom application of “Introduction to Medicine” course based on multi-disciplinary treatment from the perspective of medical students[J]. Chinese Journal of Medical Education, 2022, 42(9): 796-800.

References

[1] 张金磊,王颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012,30(4):46-51. DOI:10.15881/j.cnki.cn33-1304/g4.2012.04.008.
[2] 武晓岩, 韩珊, 陈丽丽. 医学课程中翻转课堂的应用现状[J].中国高等医学教育,2020(1):101-102. DOI: 10.3969/j.issn.1002-1701.2020.01.051.
[3] 刘春艳, 张津铭, 罗爱林, 等. 临床医学概论整合课程教学中存在的问题与改进策略[J].中华医学教育杂志,2014,34(2):214-216. DOI: 10.3760/cma.j.issn.1673-677X.2014.02.018.
[4] 陈俊, 沈亚君, 王云, 等. 神经科遗传咨询师规范化培训模式探讨[J].重庆医学,2021,50(23):4133-4136. DOI: 10.3969/j.issn.1671-8348.2021.23.038.
[5] 丁成明, 邱俊, 谭腾蛟, 等. 基于PTA量表法的医学生临床思维能力评估量表编制及应用[J]. 医学理论与实践, 2019, 32(22): 3751-3753. DOI:10.19381/j.issn.1001-7585.2019.22.092.
[6] 刘瑛. 临床医学专业学位硕士研究生临床能力考核评价体系的构建与实践研究[J].中国卫生事业管理,2014,31(3):216-218.
[7] 郭栋, 何伟华, 王建伟, 等. 环节质控对终末病历质量的影响[J].中国病案,2013(2):11-12. DOI: 10.3969/j.issn.1672-2566.2013.02.008.
[8] 张孟贤, 杨丽, 韩娜, 等. MDT联合PBL+CBL教学法在肿瘤科专业型研究生及规培医师临床教学中的应用研究[J].中国医学教育技术,2018,32(5):561-564. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.201805023.
[9] 谢娟, 张婷, 程凤农. 基于CIPP的翻转课堂教学评价体系构建[J].现代远程教育研究,2017(5):95-103. DOI: 10.3969/j.issn.1009-5195.2017.05.012.
[10] 张新, 郑瑞, 印慨. MDT联合翻转课堂在临床八年制胃癌教学中的应用[J].中国继续医学教育,2022,14(2):67-70. DOI: 10.3969/j.issn.1674-9308.2022.02.018.
[11] 郭婉瑢, 蔡旻君. 基于多层面Rasch模型的在线学生自评、师评和学生互评研究[J]. 上海教育评估研究, 2020,9(1):22-26,31. DOI:10.13794/j.cnki.shjee.2020.0005.
[12] 姚运红, 唐加步, 赖文秀, 等. 医学生自学能力的调查及提高方法探讨[J]. 高教学刊, 2018 (3): 55-57.
[13] 魏洁, 林梅双, 邓小燕. 形成性评价在医学检验实习带教中的应用[J]. 现代医院, 2017, 17(6): 805-807. DOI:10.3969/j.issn.1671-332X.2017.06.007.

[1]	Cui Yan, Li Xiaoxia. Exploration on teaching reform of medical microbiology [J]. Chinese Journal of Medical Education, 2022, 42(2): 115-118.
[2]	Liu Ying, Wang Zheng, Huo Ran, Lang Ning, Yuan Huishu. Flipped classroom teaching supported by network learning platform for the training of specialists in department of radiology [J]. Chinese Journal of Medical Education, 2021, 41(7): 606-610.
[3]	DengCong, Deng Xiaoyan, Lin Meishuang, Zhou Qiang. Application of the flipped classroom teaching mode based on small private online course on laboratory test of clinical hematology [J]. Chinese Journal of Medical Education, 2021, 41(5): 407-411.
[4]	Luo Yang, Meng Yanting. Research progress on flipped classroom teaching and evaluation indicators in nursing education [J]. Chinese Journal of Medical Education, 2021, 41(4): 330-333.
[5]	Xu Yangting, He Yuzhen, Dong Jianxiang, Deng Jing, Xiang Yang, Ji Ming, Luo Ziqiang. Analysis of college students' learning experience and learning preference in online flipped classroom teaching of physiology from the perspective of learner [J]. Chinese Journal of Medical Education, 2021, 41(2): 127-130.
[6]	Yang Huike, Li Xuemei, Xu Fengyan, Liu Baoquan, Zhang Yafang. A flipped classroom-based online teaching in human anatomy [J]. Chinese Journal of Medical Education, 2021, 41(2): 143-146.
[7]	Zheng Ziyu, Ye Jialin, Liao Jinli. Application of flipped classroom based on small private online course in the training of advanced cardiovascular life support [J]. Chinese Journal of Medical Education, 2020, 40(8): 594-597.
[8]	Di Jinna, Zhang Li, Liu Jingyu, Wan Yizeng, Xu Ruigang. The flipped classroom combined with a team-based learning method in clinical internship of respiratory internal medicine [J]. Chinese Journal of Medical Education, 2020, 40(7): 543-546.
[9]	Chen Zhaocong, Cao Junyan, Huang Dongmei, Yu Yong, Qiu Weihong. Application of home-made simulated device combined with flipped classroom in teaching of ultrasound-guided injection [J]. Chinese Journal of Medical Education, 2020, 40(6): 451-454.
[10]	He Fei, Sheng Jianlong, Xu Banglong, Wang Liping. Application and effect of Xuexitong app based Flipped classroom in the course of physical diagnosis [J]. Chinese Journal of Medical Education, 2020, 40(3): 187-191.
[11]	Du Xiaohui, Lin Yu, Hong Bo, Cong Huan, Zhu Kunjie. The application of flipped classroom based on micro-video in medical functional experimentation [J]. Chinese Journal of Medical Education, 2020, 40(1): 34-37.
[12]	Zeng Zhu, Ding Yu. Multi-disciplinary team nursing mode plus problem-based learning in the training of emergency nursing [J]. Chinese Journal of Medical Education, 2019, 39(8): 616-619.
[13]	Xing Wenjuan, Zhang Haifeng. The teaching reformation of basic medical generality based on flipped classroom [J]. Chinese Journal of Medical Education, 2019, 39(4): 272-275.
[14]	Gong Jie, Ji Xiangnian, Shu Xiaogang, Ruan Manzhen, Yang Wen, Peng Miao, Kong Wen , Yang Guangyao. Application of flipped classroom based on WeChat platform in clinical skill teaching [J]. Chinese Journal of Medical Education, 2019, 39(4): 280-285.
[15]	Hu Xiaofan, Zhao Yilin, Chen Xu, Yan Yabo, Feng Yafei, Tian Jing, Lei Wei. The application of “flipped classroom” method in the teaching of surgery for medical undergraduates [J]. Chinese Journal of Medical Education, 2019, 39(11): 831-834.

Evaluation on the effect of Flipped classroom application of “Introduction to Medicine” course based on multi-disciplinary treatment from the perspective of medical students

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 15

Recommended Articles

Metrics

Comments