Volume 22 Issue 5
May  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(5): 874-877
ZHANG Yan, CHEN Huilei, XUAN Ling, CHEN Jiasheng, SHI Yan, LU Guoyu. Exploring the application of flipped classroom combined with multidisciplinary teaching model in obstetrics clinical teaching[J]. Chinese Journal of General Practice, 2024, 22(5): 874-877. doi: 10.16766/j.cnki.issn.1674-4152.003524
Citation: ZHANG Yan, CHEN Huilei, XUAN Ling, CHEN Jiasheng, SHI Yan, LU Guoyu. Exploring the application of flipped classroom combined with multidisciplinary teaching model in obstetrics clinical teaching[J]. Chinese Journal of General Practice, 2024, 22(5): 874-877. doi: 10.16766/j.cnki.issn.1674-4152.003524
shu

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

doi: 10.16766/j.cnki.issn.1674-4152.003524
  • 1.

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

Funds:

 2020jyxm1210

  • Received Date: 2023-05-03
    Available Online: 2024-07-20
    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.

     

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