A review of the flipped classroom empirical study on the domestic medical field based on an bibliographical analysis

doi:10.3760/cma.j.issn.1673-677X.2018.02.014

Abstract

Abstract: Objective To understand the domestic flipped classroom empirical study current state of the application in the medical field, finding out the current problem in the application of the flipped classroom in medical teaching, providing evidence-based basis for teaching and scientific research in the future. Methods The Chinese database of CNKI, WanFang Data and VIP is retrieved from January 2012 to May 2017, extracting the external and internal information of literature using bibliographical analysis for statistical analysis. Results 198 literature were distributed in 88 journals, fewer core journals, 58.8% of the studies are funded by different levels of scientific research funds, the number of literature has been rapidly increasing. The research focuses on undergraduate and vocational colleges, nursing, basic medicine and clinical medical teaching. It is supported by QQ Communication group, WeChat platform,professional website, etc. Theoretical examination, teaching evaluation, skill examination and learning satisfaction are the main evaluation indexes. Conclusions The flipped classroom can effectively improve medical students’ autonomous learning ability, skill ability, solid theoretical basis, improve the quality of teaching. It has become the hot topics in the study of medicine teaching in our country. But the breadth, depth, quality needs to be improved, the research design should be rigorous,the curriculum should be clear, and the technical support should be improved. The evaluation index should be based on comprehensive quality.

Key words: Flipped classroom, Empirical study, Medical education, Bibliographical analysis

Wang Tianlan, Shi Guofeng, Su Fenju, Zhang Lujiao, Jin Changde, Zhang Chunmei. A review of the flipped classroom empirical study on the domestic medical field based on an bibliographical analysis[J]. Chinese Journal of Medical Education, 2018, 38(2): 225-231.

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