诊断学理论与实践 ›› 2024, Vol. 23 ›› Issue (05): 557-560.doi: 10.16150/j.1671-2870.2024.05.014
• 医学教育 • 上一篇
支楠, 姚小英, 郦忆, 潘元美, 曹雯炜, 王刚(
)
收稿日期:2024-05-08
接受日期:2024-08-02
出版日期:2024-10-25
发布日期:2025-02-25
通讯作者:
王刚 E-mai：wgneuron@hotmail.com基金资助:
ZHI Nan, YAO Xiaoying, LI Yi, PAN Yuangmei, CAO Wenwei, WANG Gang()
Received:2024-05-08
Accepted:2024-08-02
Published:2024-10-25
Online:2025-02-25
摘要：
目的：探讨翻转课堂联合案例式教学（case based learning，CBL）与传统教学模式相比，提高神经系统体格检查教学中学生的学习能力和教学的效果。方法：选取2021级交通大学上海渥太华联合医学院临床医学本科生为试验组，采用翻转课堂联合CBL教学；以同院系2020级学生为对照组，采用传统的教学方式。分别从课程考核成绩、教师观察及学生反馈3个层面，比较2组的综合教学效果。结果：试验组在理论知识以及实践操作考核中的成绩均优于对照组（P<0.05），教师观察试验组在课程中的整体表现、医患沟通以及专业知识的掌握程度显著优于对照组（P<0.05），试验组中的学生反馈满意度也更高（P<0.05）。结论：翻转课堂联合CBL的教学方式在神经系统体格检查教学中，较传统讲课模式有显著的优势，采用该教学模式能提高学生的学习能力和教学效果。
中图分类号:
支楠, 姚小英, 郦忆, 潘元美, 曹雯炜, 王刚. 翻转课堂联合案例式教学法在神经系统体格检查教学中的应用及评价[J]. 诊断学理论与实践, 2024, 23(05): 557-560.
ZHI Nan, YAO Xiaoying, LI Yi, PAN Yuangmei, CAO Wenwei, WANG Gang. Application and evaluation of flipped classroom combined with CBL teaching method in the teaching of neurological physical examination[J]. Journal of Diagnostics Concepts & Practice, 2024, 23(05): 557-560.
表1
2组学生学习神经系统体格检查课程前后的成绩比较[（x±s）,分]
| 项目 | 对照组 | 试验组 | t值 | P值 |
|---|---|---|---|---|
| 课程前基线成绩 | 80.32±6.49 | 78.53±6.05 | 1.05 | 0.293 |
| 课程后理论知识考核成绩 | 73.04±11.85 | 80.31±9.67 | -2.50 | 0.015 |
| 课程后实践操作考核成绩 | 85.41±3.68 | 92.00±6.42 | -4.42 | <0.001 |
表2
教师对学生的课程表现反馈[（x±s）,分]
| 项目 | 对照组 | 试验组 | t值 | P值 |
|---|---|---|---|---|
| 整体表现 | 91.63±3.07 | 93.92±2.87 | -2.68 | 0.010 |
| 医患沟通 | 88.67±2.09 | 91.43±4.12 | -3.83 | 0.001 |
| 专业程度 | 90.58±4.03 | 93.08±3.68 | -4.32 | 0.001 |
| 终末成绩 | 90.26±2.47 | 92.81±3.24 | -3.16 | 0.003 |
表3
学生的教学反馈及满意度问卷调查结果[（x±s）,分]
| 项目 | 对照组 | 试验组 | t值 | P值 |
|---|---|---|---|---|
| 学生学习积极性 | ||||
| 激发学习兴趣 | 7.43±1.19 | 8.78±1.38 | -3.75 | <0.001 |
| 提升自学能力 | 7.30±1.43 | 8.96±1.36 | -4.39 | <0.001 |
| 增加自学时间 | 7.26±1.48 | 8.84±1.81 | -3.43 | 0.001 |
| 课程教学感受 | ||||
| 课程时间安排合理性 | 7.61±1.07 | 8.75±1.63 | -2.93 | 0.005 |
| 教学目标明确性 | 7.52±1.81 | 9.34±1.12 | -4.60 | <0.001 |
| 课堂气氛活跃性 | 7.52±1.44 | 9.25±1.16 | -4.91 | <0.001 |
| 课程教学效果 | ||||
| 提升课堂学习效果 | 7.44±1.24 | 9.25±1.24 | -5.35 | <0.001 |
| 增加临床思维能力 | 87.26±1.14 | 8.98±1.47 | -4.60 | <0.001 |
| 提高沟通协作能力 | 7.39±1.47 | 8.93±1.39 | -3.97 | <0.001 |
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