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