Volume 20 Issue 12
Dec.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(12): 2134-2137
GE Jun, XUAN Ling, SHA Sha, LU Yu, WANG Mao-song, WANG Zhao-hui, LI Yi-feng, RU Dong-mei. Application on flipped classroom combined with Case-based learning in the standardized training of residents in cardiology[J]. Chinese Journal of General Practice, 2022, 20(12): 2134-2137. doi: 10.16766/j.cnki.issn.1674-4152.002787
Citation: GE Jun, XUAN Ling, SHA Sha, LU Yu, WANG Mao-song, WANG Zhao-hui, LI Yi-feng, RU Dong-mei. Application on flipped classroom combined with Case-based learning in the standardized training of residents in cardiology[J]. Chinese Journal of General Practice, 2022, 20(12): 2134-2137. doi: 10.16766/j.cnki.issn.1674-4152.002787
shu

Application on flipped classroom combined with Case-based learning in the standardized training of residents in cardiology

doi: 10.16766/j.cnki.issn.1674-4152.002787
  • 1.

    Department of Cardiology, the Second Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233000, China

Funds:

 2020fsjyxm13

 2021jyxm0949

  • Received Date: 2022-06-26
    Available Online: 2023-02-07
    Abstract
  •   Objective  Case-based learning (CBL) is a case oriented teaching method, and flipped classroom is a teaching method that is loose in teaching and subversive in teaching process. This article aims to explore the effect of the application of flipped classroom combined with CBL in the standardized training of cardiology residents, so as to improve the teaching quality.  Methods  A total of 60 trained doctors who received 3-month standardized training in the Department of Cardiology of the Second Affiliated Hospital of Bengbu Medical College from April 2021 to July 2022 were selected as the subjects. They were divided into observation group and control group according to random number table method, with 30 doctors in each group. The observation group adopted the flipped classroom combined with CBL, and the control group adopted the traditional teaching method teaching mode. The teaching effects of the two teaching modes were compared and analyzed. After three months of standardized training, residents were assessed in the form of basic theory examination, practical skills and case analysis, and questionnaire survey to evaluate the effects of the two teaching methods.  Results  The basic theory scores [(93.1±5.3) points], skill operation scores [(89.2±10.1) points] and case analysis examination scores [(90.2±6.7) points] in the observation group were significantly higher than those in the control group [(88.5±8.9) points, (81.3±11.4) points, (85.3±5.9) points], the differences were statistically significant (all P < 0.05). The scores of questionnaire survey satisfaction were also significantly higher than that in the control group, the difference was statistically significant (P < 0.05).  Conclusion  Flipped classroom combined with CBL is conducive to improving the quality of standardized training for cardiology residents, stimulating residents' interest in learning, increasing teaching satisfaction, improving their ability to solve clinical problems, and improving their independent self-study ability and practical operation skills, which is conducive to future learning and improving the clinical teaching effect.

     

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