翻转课堂结合MDT模式在产科临床教学中的应用探讨

张燕; 陈慧蕾; 宣玲; 陈家盛; 石彦; 陆国玉

doi:10.16766/j.cnki.issn.1674-4152.003524

翻转课堂结合MDT模式在产科临床教学中的应用探讨

doi: 10.16766/j.cnki.issn.1674-4152.003524

张燕^1, ,,
陈慧蕾¹,
宣玲²,
陈家盛³,
石彦⁴,
陆国玉⁵

1.
蚌埠医科大学第一附属医院产科，安徽蚌埠 233004
2.
蚌埠医科大学第一附属医院心内科
3.
蚌埠医科大学第一附属医院肝病科
4.
蚌埠医科大学第一附属医院超声科
5.
蚌埠医科大学第一附属医院急诊内科

基金项目:

安徽省高等学校省级教学研究项目 2020jyxm1210

详细信息

通讯作者:
张燕，E-mail: 1348490851@qq.com

中图分类号: R192 R714
计量
- 文章访问数: 38
- HTML全文浏览量: 22
- PDF下载量: 2
- 被引次数: 0
出版历程
- 收稿日期: 2023-05-03
- 网络出版日期: 2024-07-20

Exploring the application of flipped classroom combined with multidisciplinary teaching model in obstetrics clinical teaching

1.
Department of Obstetrics, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的研究翻转课堂结合多学科诊疗(MDT)教学模式在产科实习医生临床教学中的可行性及价值。方法选取2021年6月—2022年12月于蚌埠医科大学第一附属医院实习的84名五年制临床医学专业学生为研究对象，学生均来自蚌埠医科大学同一年级。按照随机数字表法将其分为对照组(n=40，传统讲授式教学方法)和实验组(n=44，翻转课堂联合MDT教学模式)，对比2组基础理论知识考核、实践技能考核成绩，并通过问卷调查的形式从学习兴趣、自学能力、基础理论掌握、基本操作能力、适应临床能力、提升团队协作能力、活跃课堂气氛、文献检索及分析能力、多学科知识运用能力、愿意继续接受该教学模式10个方面来评估教学效果及教学满意度。结果实验组学生理论考核成绩为90.58±2.99，明显高于对照组的83.10±4.34(P＜0.001);实验组实践技能考核成绩为90.76±1.78，明显高于对照组的79.03±2.45(P＜0.001);实验组教学效果明显优于对照组(P＜0.05);实验组教学总满意度为93.18%，高于对照组的55.00%(P＜0.001)。结论产科临床教学中采用翻转课堂联合MDT教学模式的教学效果显著，可激发学生的积极性及主动性，利于提高学生的理论知识水平与临床实践操作能力。
- 多学科诊疗 /
- 产科 /
- 临床教学 /
- 翻转课堂
Abstract: Objective To research the feasibility and value of flipped classroom (FC) combined with multi-disciplinary treatment (MDT) teaching mode in obstetrics clinical teaching. Methods A total of 84 interns in the First Affiliated Hospital of Bengbu Medical University who came from the same grade were selected. According to random number table method, the students were divided into experimental group (n=44, FC with MDT) and control group (n=40, traditional teaching mode). The theoretical assessment scores, practical skills assessment scores between two groups were compared. The teaching effectiveness and satisfaction were evaluated through a questionnaire survey from 10 aspects: learning interest, self-learning ability, mastery of basic theories, basic operational ability, adaptability to clinical practice, improvement of team collaboration ability, active classroom atmosphere, literature search and analysis ability, interdisciplinary knowledge application ability, and willingness to continue accepting the teaching mode. Results The theoretical assessment scores of students in the experimental group were 90.58±2.99, significantly higher than those in the control group by 83.10±4.34 (P<0.001). The practical skills assessment score of the experimental group was 90.76±1.78, significantly higher than the control group by 79.03±2.45 (P<0.001). The teaching effect of the experimental group was significantly better than that of the control group (P<0.05). The total teaching satisfaction rate in the experimental group was 93.18%, which was higher than 55.00% in the control group (P<0.001). Conclusion Flipped classroom combined with MDT teaching mode in obstetrics clinical teaching has significant teaching effect, which can stimulate students' enthusiasm and initiation, and improve their theoretical knowledge level and clinical practical ability.
- Multi-disciplinary treatment /
- Obstetrics /
- Clinical teaching /
- Flipped classroom

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表 1 2组实习生年龄和性别比较

Table 1. Comparison of age and gender between two groups of interns

组别	例数	年龄(x±s，岁)	性别(男/女，例)
实验组	44	22.50±0.94	21/23
对照组	40	22.67±0.99	19/21
统计量		0.807^a	＜0.001^b
P值		0.422	0.983
注：^a为t值，^b为χ²值。

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表 2 2组实习生考核成绩比较(x±s，分)

Table 2. Comparison of assessment scores for two groups of interns (x±s, points)

组别	人数	理论考核	实践技能
实验组	44	90.58±2.99	90.76±1.78
对照组	40	83.10±4.34	79.03±2.45
t值		9.268	25.271
P值		＜0.001	＜0.001

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表 3 2组实习生教学效果比较[人(%)]

Table 3. Comparison of teaching effectiveness between two groups of interns [persons(%)]

组别	例数	提高学习兴趣	提高自学能力	增强基础理论掌握	提高基本操作能力	提高适应临床能力	提升团队协作能力	课堂气氛活跃	文献检索及分析能力	多学科知识运用能力	愿意继续接受该教学模式
对照组	40	30(75.00)	30(75.00)	29(72.50)	28(70.00)	28(70.00)	28(70.00)	30(75.00)	28(70.00)	28(70.00)	28(70.00)
实验组	44	41(93.18)	40(90.91)	39(88.64)	39(88.64)	40(90.91)	40(90.91)	41(93.18)	38(86.36)	39(88.64)	42(95.45)
χ²值		5.295	3.818	3.538	4.508	5.941	5.941	5.295	3.532	4.508	9.775
P值		0.021	0.048	0.049	0.034	0.015	0.015	0.021	0.049	0.034	0.002

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表 4 2组实习生教学满意度比较[人(%)]

Table 4. Comparison of teaching satisfaction between two groups of interns [persons(%)]

组别	人数	很满意	满意	不满意	总满意度
实验组	44	21(47.73)	20(45.45)	3(6.82)	41(93.18)
对照组	40	1(2.50)	21(52.50)	18(45.00)	22(55.00)
注：2组总满意度比较，χ²=16.291，P＜0.001。

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