Objective To explore the effects of flipped classroom teaching method based on WeChat platform in clinical skill teaching. Methods Totally 207 students from grade 2014 undergraduate clinical medicine in Tongji Medical College of Huazhong University of Science and Technology were randomly selected and divided into the control group and experimental group. The control group received traditional teaching mode of the theoretical teaching and experimental grouping, and the experimental group adopted the teaching mode of flipped classroom based on WeChat platform and experimental grouping. After training, the differences between the two groups in skill assessments were compared. A satisfaction survey about the flipped classroom based on WeChat platform was made in the experimental group. Results The scores of theoretical test in experimental group were 87.47±9.21. The scores of skill assessments including cardiopulmonary resuscitation, four-step palpation, physical measurement of children, dressing change and suture removal, and thoracentesis, were 88.92±4.79, 88.86±6.58, 88.29±6.11, 88.23±9.62, 81.69±10.94 respectively. The scores of theoretical assessment in control group were 82.27±8.69. The scores of skill assessments in control group were 84.10±5.67, 82.37±9.65, 85.75±6.91, 81.95±10.99, 78.74±10.12 respectively. The differences between the experimental group and the control group were statistically significant (all P<0.05). The questionnaire survey in the experimental group showed that the flipped classroom teaching method based on WeChat platform could improve the ability of independent learning 94.2% (98/104), control their learning progress and frequency liberally 93.3%(97/104), deepen and consolidate their understanding of relevant knowledge 92.3%(96/104), get convenient access to knowledge 85.6% (89/104), and increase the learning efficiency 96.2%(100/104). Conclusions The application of flipped classroom based on WeChat platform was effective and feasible in clinical skill teaching, and may significantly improve the learning outcomes, which was better than the traditional teaching mode.
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
.
DOI: 10.3760/cma.j.issn.1673-677X.2019.04.010
[1]高维仁, 张强. 成人医学教育现状分析与对策[J].教育教学论坛,2014(8):205-206.
[2]Lichvar AB, Hedges A, Benedict NJ, et al. Combination of a flipped classroom format and a virtual patient case to enhance active learning in a required therapeutics course[J]. Am J Pharm Educ, 2016,80(10):175. DOI: 10.5688/ajpe8010175.
[3]Ramnanan CJ, Pound LD. Advances in medical education and practice: student perceptions of the flipped classroom[J]. Adv Med Educ Pract, 2017,8:63-73. DOI: 10.2147/AMEP.S109037.
[4]Cheng X, Ka HLK, Chang EY, et al. The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students[J]. Anat Sci Educ, 2017,10(4):317-327. DOI: 10.1002/ase.1664.
[5]陈洁松. 运用QQ、微信平台开展人体解剖学翻转课堂教学[J].中国教育技术装备,2016(8):52-53. DOI: 10.3969/j.issn.1671-489X.2016.08.052.
[6]雍桂珍, 贺国斌. 医学本科生对传统教学方法改进的评价探讨[J].中国高等医学教育,2014(10):106,138. DOI: 10.3969/j.issn.1002-1701.2014.10.057.
[7]袁力, 张敬军, 刘林祥, 等. 改革传统医学教育模式 提高医学生核心竞争力[J].中华医学教育杂志,2015,35(1):15-17,107. DOI: 10.3760/cma.j.issn.1673-677X.2015.01.005.
[8]李瑞琳, 郝长宁, 石一沁, 等. 传统教学与PBL结合的教学模式在老年医学教学中的应用[J].现代生物医学进展,2014,14(32):6352-6354. DOI: 10.13241/j.cnki.pmb.2014.32.038.
[9]杨涛, 张轩萍, 郭睿. 翻转课堂在生物化学理论教学中的实践和思考[J].中华医学教育探索杂志,2017,16(1):49-52. DOI: 10.3760/cma.j.issn.2095-1485.2017.01.011.
