病例式微课+翻转课堂在3+2全科医生临床教学中的应用
|
摘要
目的探讨病例式微课+翻转课堂教学模式在全科医学教学中的效果。方法对全科医学临床实习学生应用病例式微课教学方法+翻转课堂式教学模式,对学习效果采用普查式调查问卷进行调查,比对转换教学模式前后学生理论成绩及临床技能成绩变化,并对结果进行统计分析。结果实施该种教学模式前后学生理论测试成绩及技能测试成绩均有不同程度的提升,学生理论成绩均值由(89.67±3.27)分增长为(92.50±3.55)分,技能成绩均值由(85.89±5.68)分增长为(91.83±4.94)分,且差异具有统计学意义(P<0.05),66.67%的学生对该种教学模式非常满意,学生多认为该种教学模式对学习效率、学习兴趣、自主学习能力、沟通交流能力、独立思考能力有帮助,能够加深对理论知识的理解,对活跃课堂气氛也非常有帮助。结论学生对"病例式微课+翻转课堂"教学模式的接受度和认可度高,对学生的成绩有正向的作用,同时此种方法能够让学生更容易更深刻掌握知识重点,更好的提高临床诊疗思维,更快的适应未来的临床工作,但同时这种教学模式需要学校的支持和教师的较高素养,存在缺乏系统性、连续性等的问题仍待解决。
Objective To explore the effect of case-based micro-course combined with flipping classroom teaching mode in general medical teaching. Methods The case-based micro-teaching method combined with the flip-type classroom teaching mode was used in the clinical intern students of general medicine. The pedigree questionnaire was used to investigate the learning effect. The changes of students' theoretical scores and clinical skills scores before and after the conversion of the teaching model were compared. The results were statistically analyzed. Results After the implementation of this teaching mode, the students' theoretical test scores and skill test scores were improved to varying degrees. The average student achievement score increased from(89.67±3.27) to(92.50±3.55), and the average skill score increased from(85.89±5.68) to(91.83±4.94), and the difference was statistically significant(P<0.05). 66.67% of the students were very satisfied with this teaching mode. Most students thought that this kind of teaching mode could help the learning efficiency, learning interest, self-learning ability, communication ability and independent thinking ability, and could deepen the theoretical knowledge. Understanding was also very helpful for an active classroom atmosphere. Conclusion Students have a high degree of acceptance and recognition of the "case-based micro-course combined with flipping classroom" teaching model, which has a positive effect on students' performance. At the same time, this method can make it easier for students to grasp the knowledge focus, improve the clinical diagnosis and treatment thinking better, and adapt to the future clinical work more quickly, but at the same time this teaching mode requires the support of the school and the higher quality of the teachers. The lack of systematic and continuous problems remains to be solved.
Objective To explore the effect of case-based micro-course combined with flipping classroom teaching mode in general medical teaching. Methods The case-based micro-teaching method combined with the flip-type classroom teaching mode was used in the clinical intern students of general medicine. The pedigree questionnaire was used to investigate the learning effect. The changes of students' theoretical scores and clinical skills scores before and after the conversion of the teaching model were compared. The results were statistically analyzed. Results After the implementation of this teaching mode, the students' theoretical test scores and skill test scores were improved to varying degrees. The average student achievement score increased from(89.67±3.27) to(92.50±3.55), and the average skill score increased from(85.89±5.68) to(91.83±4.94), and the difference was statistically significant(P<0.05). 66.67% of the students were very satisfied with this teaching mode. Most students thought that this kind of teaching mode could help the learning efficiency, learning interest, self-learning ability, communication ability and independent thinking ability, and could deepen the theoretical knowledge. Understanding was also very helpful for an active classroom atmosphere. Conclusion Students have a high degree of acceptance and recognition of the "case-based micro-course combined with flipping classroom" teaching model, which has a positive effect on students' performance. At the same time, this method can make it easier for students to grasp the knowledge focus, improve the clinical diagnosis and treatment thinking better, and adapt to the future clinical work more quickly, but at the same time this teaching mode requires the support of the school and the higher quality of the teachers. The lack of systematic and continuous problems remains to be solved.
引文
[1]刘锐,王海燕.基于微课的“翻转课堂”教学模式设计和实践[J].现代教育技术,2014,24(5):26-32.
[2]线福华,路孝琴,吕兆丰.全科医生培养模式及其实施中相关问题的思考[J].中国全科医学,2012,15(22):2498-2501.
[3]蒲文静,蔺多鑫.高职高专口腔组织病理学微课教学应用实践[J].中国医学教育技术,2014,28(3):299-301.
[4]应美珂,韩婷婷,王永晨,等.全科医学与整合医学的现状与展望[J].中国全科医学,2018,21(23):2895-2898.
[5]刘坚,张亚辉,汪雄,等.案例教学法在全科医学专业教学中的实施与探索[J].现代医药卫生,2016,32(22):3549-3550.
[6]魏严.基于全科医生培养的病理学教学模式探讨[J].继续医学教育,2018,32(6):60-62.
[7]孙艳,孔晓明.在医学教育模式改革背景下谈全科医生规培中岗位胜任力的培养[J].科教文汇(下旬刊),2018,(7):62-63.
[8]黄思凝,程旭东,乔田田,等.基于微课的翻转课堂模式在工程实验教学中的应用研究[J/OL].高等理科教育,2018,(6):1-5.
[9]朱饮源,王湘芸,陈慧星,等.微课在高职护理专业生理学教学中的应用价值[J/OL].中国医学教育技术,2018,(5):548-550,554.
[10]彭永进,王昌军,赵晓艳,等.结合微课的翻转课堂教学模式在大学医学物理教学中的应用[J].卫生职业教育,2018,(18):21-22.
[11]彭昌,谢新星,幸黔鲁,等.以微课掌上通为载体的微课教学模式在住院医师规范化培训中的运用探讨[J].现代医药卫生,2017,33(9):1417-1419.
[12]钟绍春,张琢,唐烨伟.微课设计和应用的关键问题思考[J].中国电化教育,2014,(12):85-88.
[13]蒋异娜.基于微课的翻转课堂教学模式在发热教学中的运用探究[J].卫生职业教育,2017,(3):61-62.
[14]钱红,黄民江,刘理静.微课结合翻转课堂教学模式在诊断学教学中的初步探索[J].医学理论与实践,2015,(12):1674-1675,1680.
[15]陈彩云.微课辅助人体解剖学教学的实践与研究[J].卫生职业教育,2018,(18):82-83.
[2]线福华,路孝琴,吕兆丰.全科医生培养模式及其实施中相关问题的思考[J].中国全科医学,2012,15(22):2498-2501.
[3]蒲文静,蔺多鑫.高职高专口腔组织病理学微课教学应用实践[J].中国医学教育技术,2014,28(3):299-301.
[4]应美珂,韩婷婷,王永晨,等.全科医学与整合医学的现状与展望[J].中国全科医学,2018,21(23):2895-2898.
[5]刘坚,张亚辉,汪雄,等.案例教学法在全科医学专业教学中的实施与探索[J].现代医药卫生,2016,32(22):3549-3550.
[6]魏严.基于全科医生培养的病理学教学模式探讨[J].继续医学教育,2018,32(6):60-62.
[7]孙艳,孔晓明.在医学教育模式改革背景下谈全科医生规培中岗位胜任力的培养[J].科教文汇(下旬刊),2018,(7):62-63.
[8]黄思凝,程旭东,乔田田,等.基于微课的翻转课堂模式在工程实验教学中的应用研究[J/OL].高等理科教育,2018,(6):1-5.
[9]朱饮源,王湘芸,陈慧星,等.微课在高职护理专业生理学教学中的应用价值[J/OL].中国医学教育技术,2018,(5):548-550,554.
[10]彭永进,王昌军,赵晓艳,等.结合微课的翻转课堂教学模式在大学医学物理教学中的应用[J].卫生职业教育,2018,(18):21-22.
[11]彭昌,谢新星,幸黔鲁,等.以微课掌上通为载体的微课教学模式在住院医师规范化培训中的运用探讨[J].现代医药卫生,2017,33(9):1417-1419.
[12]钟绍春,张琢,唐烨伟.微课设计和应用的关键问题思考[J].中国电化教育,2014,(12):85-88.
[13]蒋异娜.基于微课的翻转课堂教学模式在发热教学中的运用探究[J].卫生职业教育,2017,(3):61-62.
[14]钱红,黄民江,刘理静.微课结合翻转课堂教学模式在诊断学教学中的初步探索[J].医学理论与实践,2015,(12):1674-1675,1680.
[15]陈彩云.微课辅助人体解剖学教学的实践与研究[J].卫生职业教育,2018,(18):82-83.