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刘帅1,蔡群娣2,唐杰龙1▲.反转课堂在教学医院临床技能培训中的应用效果评价[J].中国医药科学,2021,(4):63-66        基金项目:[基金项目] 广东省佛山市科技计划项目(2018AB002152)
反转课堂在教学医院临床技能培训中的应用效果评价
Evaluation of application effect of flipped classroom in clinical skills training of teaching hospital
  
DOI:
中文关键词:  [关键词] 反转课堂;教学医院;临床技能培训;教学改革
英文关键词:[Key words] Flipped classroom; Teaching hospital; Clinical skills training; Teaching reform
作者单位
刘帅1,蔡群娣2,唐杰龙1▲ 1.南方医科大学附属南海医院内分泌科,广东佛山 528200;2.南方医科大学附属南海医院科教科,广东佛山 528200 
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中文摘要:
      [摘要] 目的 评估反转课堂在教学医院临床技能培训中的应用效果。 方法 选取2018年6月至2020年1月在南方医科大学附属南海医院进行临床实践的实习医生,随机分为传统课堂组(TC)和反转课堂组(FC),接受内科、外科、妇产科、儿科、心肺复苏术等系统临床技能培训,培训后进行问卷调查和临床技能操作年度考核。 结果 FC组较TC组更认同课程可以激发学习动力、喜欢这种教学方式、以及希望这种教学方式可以用于其他课程学习(P<0.001)。在课程给予太多负担和压力、占用太多业余时间、以及需要用很多精力的指标上,两组间评价差异有统计学意义(P<0.05),两组不认同或持中立态度的占绝大多数。FC组较TC组更认同课程提高了交流能力、临床思维能力、获取知识的能力、以及展示自我和表达观点的能力(P<0.05)。在临床技能操作年度考核中,两组各科目的成绩差异均无统计学意义(P>0.05)。 结论 反转课堂应用于临床技能培训中能提高实习医生自主学习、临床思维和交流能力,可作为一种教学改革模式在教学医院深入开展。
英文摘要:
      [Abstract] Objective To evaluate the application effect of flipped classroom in clinical skills training of teaching hospital. Methods The interns who performed clinical practice in Nanhai Hospital Affiliated to Southern Medical University from June 2018 to January 2020 were selected and randomly divided into the traditional classroom (TC) group and the flipped classroom (FC) group. They were treated with systematic clinical skills training in the departments of internal medicine, surgery, obstetrics and gynecology, pediatrics, cardiopulmonary resuscitation, etc. After the training, they were given a questionnaire survey and annual assessment of clinical skills. Results Compared with the TC group, the FC group agreed more on that courses can stimulate learning motivation, they liked this teaching method, and hoped that this teaching method could be used in other courses (P < 0.001). There were statistically significant differences between the two groups in terms of the indexes that the course gave too much burden and pressure, taking up too much spare time and requiring a lot of energy (P < 0.05), and the majority of the two groups disagreed or held a neutral attitude. Compared with the TC group, the FC group agreed more on that the course improved the abilities of communication, clinical thinking, knowledge acquisition, self-presentation and opinion expression (P < 0.05). In the annual assessment of clinical skills, there was no statistically significant difference in scores between the two groups (P>0.05). Conclusion The application of flipped classroom in clinical skills training can improve interns'ability of autonomous learning, clinical thinking and communication skills, and can be used as a teaching reform model in teaching hospital.
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