基于深度学习理论的翻转课堂教学模式在胃肠外科临床带教中的应用效果

郝博; 张宗兵; 乐正宏; 高振远; 刘牧林

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

基于深度学习理论的翻转课堂教学模式在胃肠外科临床带教中的应用效果

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

1.
蚌埠医科大学第一附属医院胃肠外科，安徽蚌埠 233004
2.
蚌埠医科大学第一附属医院肿瘤内科

基金项目:

安徽省高等学校省级质量工程重点项目 2022xnfzkc039

蚌埠医科大学校级重点课题 2022fyjyxm24

详细信息

通讯作者:
刘牧林，E-mail：liumulin66@aliyun.com

中图分类号: R192 R656
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- 被引次数: 0
出版历程
- 收稿日期: 2023-10-25

Application effect of flipped classroom teaching model based on deep learning theory in gastrointestinal surgery clinical teaching

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

摘要

摘要: 目的探讨基于深度学习理论的翻转课堂教学模式对胃肠外科专业型硕士研究生临床带教的应用效果，为提高胃肠外科专业型学位硕士研究生的临床素质以及应变能力提供参考。方法纳入2022年1—12月在蚌埠医科大学第一附属医院胃肠外科接受临床带教的60名外科学专业型学位硕士研究生，采用随机数字表法分为观察组(30名)和对照组(30名)。观察组采用基于深度学习理论的教学模式展开教学培训，对照组采用传统教学模式进行培训。并于3个月后对所有外科学专业型学位硕士研究生进行教学效果评估以及教学效果满意度调查。结果观察组学生理论笔试成绩[(90.5±3.6)分]及技能考核成绩[(88.1±3.5)分]均高于对照组[(83.1±5.8)分、(76.0±4.8)分]，观察组技能考核中问诊病史采集、专科体格检查、病历书写、外科换药术得分也均高于对照组(P＜0.05)。观察组学生学习积极性、临床分析能力培养、思维拓展能力培养、临床操作能力、自主学习能力、团队合作能力以及满意度均显著高于对照组(P＜0.05)。结论基于深度学习理论的翻转课堂教学模式可显著提升学生的临床实践能力、临床思维能力以及教学满意度。
- 翻转课堂教学模式 /
- 深度学习理论 /
- 胃肠外科 /
- 临床带教
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.
- Flipped classroom teaching model /
- Deep learning theory /
- Gastrointestinal surgery /
- Clinical teaching
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表 1 2组学生一般资料比较

Table 1. Comparison of general information between two groups of students

组别	人数	年龄(x±s，岁)	性别(男/女，人)	既往平均成绩(x±s，分)
观察组	30	25.9±2.2	28/2	220.7±26.0
对照组	30	26.2±2.3	27/3	218.2±22.4
统计量		0.517^a	0.640^b	0.399^a
P值		0.608	0.218	0.691
注：^a为t值，^b为χ²值。

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表 2 2组学生学习效果的客观评估(x±s，分)

Table 2. Objective assessment of learning effect between two groups of students(x±s, points)

组别	人数	理论笔试成绩	技能考核成绩	问诊病史采集	专科体格检查	病历书写	外科换药术
观察组	30	90.5±3.6	88.1±3.5	22.1±1.9	21.8±1.8	22.1±2.0	22.0±2.2
对照组	30	83.1±5.8	76.0±4.8	19.8±2.8	18.2±2.7	19.3±2.6	18.7±2.5
t值		5.855	11.090	3.810	6.075	4.742	5.525
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

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表 3 2组学生对教学效果的满意度比较[M(P₂₅, P₇₅)，分]

Table 3. Comparison of satisfaction with teaching effect between two groups of students[M(P₂₅, P₇₅), points]

组别	人数	学生学习积极性	临床分析能力培养	思维拓展能力培养	学生临床操作能力	学生自主学习能力	学生团队合作能力	学生的满意度
观察组	30	4.00(2.75，4.00)	3.50(3.00，4.00)	3.00(2.00，4.00)	4.00(3.00，4.00)	4.00(3.00，4.00)	3.00(2.00，4.00)	4.00(3.00，4.00)
对照组	30	1.00(1.00，2.00)	1.00(1.00，2.00)	1.00(1.00，2.00)	1.00(0.75，2.00)	1.00(1.00，2.00)	1.00(0，1.25)	1.00(0，1.25)
Z值		5.196	5.859	5.343	6.114	6.118	5.850	5.611
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

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