翻转课堂结合CBL教学模式在泌尿外科临床教学中的实践与体会

李彦泽; 宁金卓; 康鹏; 袁润; 姚小兵; 谢金娜; 李浩勇

doi:10.16766/j.cnki.issn.1674-4152.004385

翻转课堂结合CBL教学模式在泌尿外科临床教学中的实践与体会

doi: 10.16766/j.cnki.issn.1674-4152.004385

武汉大学人民医院泌尿外科，湖北武汉 430060

基金项目:

湖北省自然科学基金计划一般面上项目 2024AFB739

武汉大学医学部2025年医学部教学研究项目 2025YB26

详细信息

通讯作者:
李浩勇，E-mail：haoyli5118@126.com

中图分类号: R192.3 R69
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- 文章访问数: 5
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- 被引次数: 0
出版历程
- 收稿日期: 2025-03-22
- 网络出版日期: 2026-04-11

The practice and experience of combining flipped classroom with CBL teaching model in urology clinical education

Department of Urology, Renmin Hospital of Wuhan University, Wuhan, Hubei 430060, China

摘要

摘要: 目的针对传统临床教学中学生被动接受基础知识、临床理论与实践脱节等问题，探讨翻转课堂模式结合以案例为核心的教学模式(CBL)在泌尿外科临床教学中的应用效果。方法选取2022年9月—2024年6月于武汉大学人民医院泌尿外科实习的临床医学专业本科生80人，采用抽签分组法，随机分为实验组和对照组，每组40人。实验组采用翻转课堂结合CBL教学模式，对照组采用传统教学模式。比较2组学生的理论知识考核成绩、诊疗思维考核成绩、实践能力考核成绩及教学效果调查问卷结果。结果实验组的理论知识考核成绩[(89.5±4.2)分]、诊疗思维考核成绩[(78.4±2.5)分]和实践能力考核成绩[(91.3±3.8)分]均高于对照组的(82.1±5.1)分、(71.6±2.1)分、(83.6±4.6)分，差异均有统计学意义(P < 0.05)，且实验组在提高自主学习能力(92.5%，37人)、培养临床思维(97.5%，38人)、增强团队协作(90.0%，36人)等方面满意度均优于对照组(72.5%，29人；67.5%，27人；62.5%，25人；P＜0.05)。结论翻转课堂模式结合CBL教学模式在泌尿外科临床教学中能显著提高学生的理论基础成绩和临床实践能力，同时提升教学满意度，值得推广应用。
- 翻转课堂 /
- CBL教学模式 /
- 泌尿外科 /
- 临床教学
Abstract: Objective To address issues in traditional clinical education such as students passively receiving foundational knowledge and the disconnection between clinical theory and practice, this study explores the effectiveness of the flipped classroom model combined with the case-based learning (CBL) teaching model in urology clinical education. Methods A total of 80 undergraduate clinical medicine students undertaking internships in the Department of Urology at Renmin Hospital of Wuhan University from September 2022 to June 2024 were selected and randomly divided into an experimental group (n=40) and a control group (n=40). The experimental group received the flipped classroom combined with CBL teaching model, while the control group followed traditional teaching methods. The two groups were compared in terms of theoretical knowledge assessment scores, diagnostic and therapeutic thinking assessment scores, practical skills assessment scores, and teaching effectiveness questionnaires. Results The experimental group outperformed the control group in theoretical knowledge (89.5±4.2 vs. 82.1±5.1), diagnostic and therapeutic thinking (78.4±2.5 vs. 71.6±2.1), and practical skills (91.3±3.8 vs. 83.6±4.6; all P < 0.05). Additionally, the experimental group reported significantly higher satisfaction with enhancing self-directed learning ability (92.5%, 37), cultivating clinical thinking (97.5%, 38), and improving teamwork skills (90.0%, 36) compared to the control group (72.5%, 29; 67.5%, 27; 62.5%, 25; P < 0.05). Conclusion The flipped classroom model combined with CBL teaching significantly improves students' clinical theoretical knowledge, practical skills, and teaching satisfaction in urology clinical education, demonstrating value for broader application.
- Flipped classroom /
- CBL teaching model /
- Urology /
- Clinical education

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表 1 2组学生教学效果问卷结果比较[人(%)]

Table 1. Comparison of questionnaire results on teaching effectiveness between the two groups of students [cases (%)]

组别	人数	提高自主学习能力	培养临床思维	增强团队协作
实验组	40	37(92.5)	38(97.5)	36(90.0)
对照组	40	29(72.5)	27(67.5)	25(62.5)
χ²值		5.541	9.928	8.352
P值		0.019	0.002	0.004

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