Volume 22 Issue 9
Sep.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(9): 1588-1591
HAO Bo, ZHANG Zongbing, LE Zhenghong, GAO Zhenyuan, LIU Mulin. Application effect of flipped classroom teaching model based on deep learning theory in gastrointestinal surgery clinical teaching[J]. Chinese Journal of General Practice, 2024, 22(9): 1588-1591. doi: 10.16766/j.cnki.issn.1674-4152.003689
Citation: HAO Bo, ZHANG Zongbing, LE Zhenghong, GAO Zhenyuan, LIU Mulin. Application effect of flipped classroom teaching model based on deep learning theory in gastrointestinal surgery clinical teaching[J]. Chinese Journal of General Practice, 2024, 22(9): 1588-1591. doi: 10.16766/j.cnki.issn.1674-4152.003689
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Application effect of flipped classroom teaching model based on deep learning theory in gastrointestinal surgery clinical teaching

doi: 10.16766/j.cnki.issn.1674-4152.003689
  • 1.

    Department of Gastrointestinal Surgery, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

Funds:

 2022xnfzkc039

 2022fyjyxm24

  • Received Date: 2023-10-25
    Abstract
  •   Objective  To investigate the application effect of the flipped classroom teaching model based on deep learning theory in clinical teaching of professional master ' s degree students in gastrointestinal surgery, and to provide a reference for improving the clinical quality and resilience of master ' s degree students in gastrointestinal surgery.  Methods  A total of 60 master ' s degree students in surgery who received clinical teaching in Department of Gastrointestinal Surgery, the First Affiliated Hospital of Bengbu Medical University from January 2022 to December 2022 were randomly divided into an observation group (30 students) and a control group (30 students). The observation group used the teaching model based on deep learning theory to carry out teaching training, and the control group used the traditional teaching model for training. After 3 months, the evaluation of the clinical teaching effect and the satisfaction survey of the teaching effect were conducted for all master ' s degree students in surgery.  Results  The scores of theoretical examination [(90.5±3.6) points] and skill assessment [(88.1±3.5) points] in the observation group were higher than those in the control group [(83.1±5.8) points, (76.0±4.8) points]. The skill examination of specialty interrogation history collection, physical examination, medical record writing, and surgical dressing technique scores in the observation group were higher than those in the control group (P < 0.05). The students in the observation group had significantly higher learning enthusiasm, clinical analysis ability, thinking expansion ability, clinical operation ability, independent learning ability, teamwork ability, and satisfaction than those of the control group.  Conclusion  The flipped classroom teaching model based on deep learning theory can significantly improve students ' clinical practice ability, effectively cultivate the clinical thinking of master ' s degree students in surgery, and increase teaching satisfaction.

     

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