病案教学结合翻转课堂模式在内科学临床教学中的探索与应用

刘林; 李佳佳; 伍燕平; 沈技; 袁媛

doi:10.16766/j.cnki.issn.1674-4152.003522

病案教学结合翻转课堂模式在内科学临床教学中的探索与应用

doi: 10.16766/j.cnki.issn.1674-4152.003522

蚌埠医科大学第一附属医院血液科，安徽蚌埠 233004

基金项目:

安徽省教育厅省级质量工程项目 2021jyxm0958

详细信息

通讯作者:
袁媛：E-mail: 714538859@qq.com

中图分类号: R192
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- 文章访问数: 44
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- PDF下载量: 2
- 被引次数: 0
出版历程
- 收稿日期: 2024-01-22
- 网络出版日期: 2024-07-20

Exploration and application of CBL combined with flipped classroom model in clinical teaching of internal medicine

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

摘要

摘要: 目的将以案例为基础的教学模式(CBL)与翻转课堂教学模式(FCM)结合应用于内科学临床教学中，比较其与传统临床教学模式的差异及优势，进一步探索CBL结合翻转课堂模式在内科学临床教学中的应用前景。方法选取蚌埠医科大学第一附属医院2022年6月—2023年12月期间参加临床实习的80名医学生作为研究对象，根据随机数表法分为2组，研究组40人，应用CBL结合翻转课堂模式的教学改革方法进行带教，对照组40人，应用传统教学方法进行带教。比较2组医学生的综合考评得分，包括临床能力、个人综合能力及教学满意度。结果在综合考评中，研究组学生的理论成绩为(89.90±3.50)分，病历书写得分为(92.25±2.49)分，临床思维能力成绩为(86.05±3.46)分，平均成绩为(89.40±2.67)分，均高于对照组学生[(82.95±4.06)分、(86.63±2.41)分、(83.38±2.10)分、(84.40±2.41)分]，差异均有统计学意义(P＜0.05)。研究组学生的个人综合能力自评得分均高于对照组(P＜0.05)。对照组与研究组学生的满意度分别为67.5%(27/40)、87.5%(35/40)，研究组的满意度明显高于对照组(χ²=4.588，P=0.032)。结论 CBL结合翻转课堂模式在内科学临床教学中应用效果较好，可提高医学生的综合考评得分以及教学满意度，值得在内科学的临床教学中进一步推广应用。
- 以案例为基础的教学 /
- 翻转课堂 /
- 内科学 /
- 教学模式
Abstract: Objective This study aims to explore the integration of case-based learning (CBL) with the flipped class mode in internal medicine clinical teaching, comparing its differences and advantages with traditional clinical teaching modes, and exploring the application prospects of its combined approach in internal medicine clinical teaching. Methods A total of 80 medical students from Bengbu Medical University undergoing clinical internships between June 2022 and December 2023 were selected as research subjects. They were randomly grouped into two groups: 40 students in the research group received instruction using a teaching reform method combined with the flipped class model, and the remaining 40 students in the control group were taught using traditional teaching methods. The study assessed the comprehensive assessment scores of the two groups of clinical abilities, individual comprehensive ability, and teaching satisfaction. Results In the comprehensive evaluation, the study group demonstrated higher scores across various metrics: theoretical knowledge (89.90±3.50), case writing (92.25±2.49), clinical thinking ability (86.05±3.46), and the average score (89.40±2.67), compared to the control group (82.95±4.06, 86.63±2.41, 83.38±2.10, 84.40±2.41), with statistically significant differences (P < 0.05). The self-evaluation score of personal comprehensive abilities of the study group was higher than that of the control group (P < 0.05). The satisfaction of the control group and the study group were 67.5% (27/40) and 87.5% (35/40), respectively. The satisfaction of the study group was significantly higher than that of the control group (χ²=4.588, P=0.032). Conclusion The integration of CBL with the flipped classroom mode has a positive application effect in the clinical teaching of internal medicine, improving the comprehensive evaluation scores and teaching satisfaction of medical students. This approach merits further promotion and application in the clinical teaching of internal medicine.
- Case-based learning /
- Flipped classroom /
- Internal medicine /
- Teaching mode

HTML全文

表 1 2组医学生临床能力考评得分比较(x±s，分)

Table 1. Comparison of clinical competency scores between two groups of medical students (x±s, points)

组别	人数	理论成绩	病历书写	临床思维	平均成绩
对照组	40	82.95±4.06	86.63±2.41	83.38±2.10	84.40±2.41
研究组	40	89.90±3.50	92.25±2.49	86.05±3.46	89.40±2.67
t值		8.204	10.260	4.185	8.804
P值		＜0.001	＜0.001	＜0.001	＜0.001

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表 2 2组医学生个人综合能力自评比较(x±s，分)

Table 2. Comparative self-evaluation of comprehensive abilities among two groups of medical students (x±s, points)

组别	人数	获取新知识	团队合作	自我管理	综合素养
对照组	40	37.65±2.60	36.60±2.72	36.28±3.37	37.35±3.00
研究组	40	42.95±2.65	43.25±2.45	44.83±2.46	43.75±2.46
t值		9.033	11.506	12.953	10.437
P值		＜0.001	＜0.001	＜0.001	＜0.001

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