诊断学理论与实践

诊断学理论与实践 >

2025 , Vol. 24 >Issue 04: 459 - 463

DOI: https://doi.org/10.16150/j.1671-2870.2025.04.014

医学教育

基于翻转课堂的影像学诊断教学模式对提升住培医师临床思维能力的实践研究

  • 唐言 ,
  • 潘沛 ,
  • 王欣倍 ,
  • 陈娅 ,
  • 吴颖为
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  • 上海交通大学医学院附属第九人民医院 a.放射科，b.临床医学院，c.规培办，上海 200011
吴颖为 E-mail：wuyw0103@hotmail.com；
陈娅 E-mail：13817578562@163.com

收稿日期: 2025-04-09

  录用日期: 2025-06-27

  网络出版日期: 2025-09-09

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Application of a flipped classroom-based approach in imaging diagnosis teaching to improve clinical thinking among residents

  • TANG Yan ,
  • PAN Pei ,
  • WANG Xinbei ,
  • CHEN Ya ,
  • WU Yingwei
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Received date: 2025-04-09

  Accepted date: 2025-06-27

  Online published: 2025-09-09

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摘要

翻转课堂教学模式通过“课前自主学习+课中深度互动”的流程，打破以教师为中心的传统授课模式，强调学习主动性与临床情境结合。本教研团队选择2024年1月至12月轮转至放射科的住培医师146人，随机分为翻转课堂组（76人）和传统教学组（73人），在相同课程大纲下采用不同教学模式实施教学，并于周期结束后进行学业评价。结果显示，翻转课堂组在影像学诊断理论考试[（91.20±3.77）分]和病例阅片考试[（85.07±7.28）分]中得分均显著优于传统教学组[（87.05±6.56）分、（75.79±8.93）分，P均<0.001]。此外，翻转课堂组在知识迁移能力[（85.38±4.81）分比（81.63±5.89）分]、文献阅读与提炼能力[（86.82±5.88）分比（75.48±6.19）分]、学习兴趣[（90.16±5.77）分比（82.05±7.74）分]和自我学习满意度[（95.37±3.42）分比（83.97±7.30）分]等方面均明显高于对照组，进一步深造意愿和课堂氛围亦更佳（P均<0.001）。本研究表明，翻转课堂教学模式能够显著提升住培医师的医学影像学理论掌握能力与影像判读能力，强化临床思维，激发学习主动性，具有良好的推广应用前景。

关键词： 临床住培医师; 医学影像学; 翻转课堂; 教学改革

本文引用格式

唐言 , 潘沛 , 王欣倍 , 陈娅 , 吴颖为 . 基于翻转课堂的影像学诊断教学模式对提升住培医师临床思维能力的实践研究[J]. 诊断学理论与实践, 2025 , 24(04) : 459 -463 . DOI: 10.16150/j.1671-2870.2025.04.014

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