Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2020 , Vol. 40 >Issue 3: 187 - 191

DOI: https://doi.org/10.3760/cma.j.issn.1673-677X.2020.03.007

Application and effect of Xuexitong app based Flipped classroom in the course of physical diagnosis

  • He Fei ,
  • Sheng Jianlong ,
  • Xu Banglong ,
  • Wang Liping
Expand
  • 1Department of Cardiology, the Second Affiliated Hospital, Anhui Medical University, Hefei 230601, China;
    2Department of Basic Nursing, School of Nursing, Guangdong Medical University, Dongguan 523808, China

Received date: 2019-04-27

  Online published: 2020-12-10

Supported by

Provincial Quality Engineering Teaching Research Project of Colleges and Universities, Education Department of Anhui Province(2019jyxm1002); Education and Teaching Research Project of Guangdong Medical University (1027/2JY16023)

Fold

Abstract

Objective To investigate the effect of Xuexitong app based flipped classroom in the course of physical diagnosis. Methods From September 2018 to January 2019, 120 students from the Second Clinical School of Anhui Medical University were divided into control and experimental group, receiving traditional teaching mode and Xuexitong app based Flipped classroom teaching mode, respectively. Academic self-efficacy, examination scores, and teaching satisfaction were compared between the groups. Results The rate of asking questions before and after class in the experimental group was higher than that in the control group [73.3%(44/60) vs 26.7%(16/60),53.3%(32/60) vs 31.7%(19/60), P＜0.01]. The test scores of students the experimental group were significantly higher than the control group[(76.0±9.9) vs (68.9±12.1), P＜0.01]. Similarly, examination skill scores of students the experimental group were significantly higher than the control group [(76.3±9.1) vs (64.5±11.7), P＜0.01]. After the course, academic self-efficacy in experimental group was significantly higher than control group [(79.3±8.5) vs (73.6±6.4), P＜0.01]. In addition, students in the study group acquired higher satisfaction with teaching compared with the control group [(11.8±1.5)vs(9.1±1.9), P＜0.01]. Conclusions Application of Xuexitong app based Flipped classroom in the course of physical diagnosis remarkably promoted the academic self-efficacy and teaching learning outcomes of trainees.

Key words： Teaching; Mobile learning; Flipped classroom; Physical diagnosis

Cite this article

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 . DOI: 10.3760/cma.j.issn.1673-677X.2020.03.007

References

[1]邢文娟,张海锋. 基于翻转课堂的基础医学概论课程改革实践与思考[J]. 中华医学教育杂志, 2019, 39(4): 272-275. DOI: 10.3760/cma.j.issn.1673-677X.2019.04.008.
[2]张丽君. 基于超星学习通的英语阅读移动教学模式应用研究[J]. 信息技术与信息化, 2016(12): 91-93,96. DOI: 10.3969/j.issn.1672-9528.2016.12.023.
[3]刘震雄,赵曙光,窦维佳,等. 翻转课堂在物理诊断学教学中的应用初探[J]. 海南医学, 2016, 27(8): 1357-1360. DOI: 10.3969/j.issn.1003-6350.2016.08.054.
[4]谭超,董巧稚,孙海燕,等. 翻转课堂教学法在心脏体格检查教学中的应用[J]. 中国继续医学教育, 2017, 9(14): 11-12. DOI: 10.3969/j.issn.1674-9308.2017.14.006.
[5]梁宇颂. 大学生学业自我效能感与心理健康的相关性研究[J]. 中国临床康复, 2004, 8(24): 4962-4963. DOI: 10.3321/j.issn:1673-8225.2004.24.014.
[6]汤跃明,付晓丽,卜彩丽. 近十年移动学习研究现状评述[J]. 中国远程教育(综合版), 2016(7): 36-43. DOI: 10.3969/j.issn.1009-458X.2016.07.006.
[7]范文翔,马燕,李凯,等. 移动学习环境下微信支持的翻转课堂实践探究[J]. 开放教育研究, 2015,21(3): 90-97. DOI: 10.13966/j.cnki.kfjyyj.2015.03.011.
[8]唐英. 基于超星学习通的翻转课堂实践研究[J]. 常州信息职业技术学院学报, 2018, 17(4): 33-36.
[9]肖静,徐苗苗,彭美娟,等. PBL教学法对医学生学业自我效能感的影响[J]. 卫生职业教育, 2018, 36(6): 60-61.
[10]刘芳,候金波. 大学生学业自我效能感对学习成绩的影响[J]. 长江大学学报(社会科学版), 2015,38(10): 77-80. DOI: 10.3969/j.issn.1673-1395.2015.10.024.
[11]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: 10.3969/j.issn.1672-0008.2012.04.005.
Options
Outlines

/

〈 〉