| 翻转课堂结合案例式教学模式在心血管基础医学实验中的实践应用 |
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| 引用本文： | 袁鹏,贾敏,张文静,郭旭,李积彬,黄启超.翻转课堂结合案例式教学模式在心血管基础医学实验中的实践应用[J].心脏杂志,2021,33(2):223-226. |
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| 作者姓名： | 袁鹏 贾敏 张文静 郭旭 李积彬 黄启超 |
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| 作者单位： | 1.基础医学院生理与病生教研室 空军军医大学 |
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| 摘 要： | 目的 探讨翻转课堂结合案例式教学模式在基础医学综合实验课程中的应用价值。 方法 选择2016级空军军医大学临床医学五年制专业学生80人作为研究对象，并按不同的教学模式将其随机分为对照组（传统教学模式）和试验组（翻转课堂+案例式教学模式），利用考核和问卷调查等方式评价翻转课堂结合案例式教学模式在心血管基础医学综合实验课程教学中的应用效果。 结果 在实验操作时间和成功率方面试验组学生明显优于对照组学生（P<0.05）。在对实验原理的理解、实验操作技术掌握、学习兴趣的提升、学习主观能动性、学习记忆效果、临床和科研思维能力、团队协同合作能力、教学模式满意度方面试验组学生均明显优于对照组学生（P<0.05或P<0.01）。实验相关知识考核显示，试验组学生的实验知识考核分数明显高于对照组学生（P<0.01）。 结论 与传统教学模式相比，翻转课堂+案例式教学模式更能够提高学生自主学习能力以及临床和科研思维，值得在基础医学综合实验教学中推广。
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| 关 键 词： | 翻转课堂 案例式教学 心血管实验 基础医学综合实验 |
| 收稿时间： | 2020-06-17 |
Application of flipped classroom combined with case-based teaching model in basic medical experiments: a study based on cardiovascular-related experiments |
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| Affiliation: | 1.Department of Physiology and Pathophysiology2.Experimental Teaching Center of Basic Medicine, School of Basic Medical Sciences, Air Force Medical University, Xi’an 710032, Shaanxi, China3.Department of Intervention Radiology, Second Affiliated Hospital, Air Force Medical University, Xi’an 710038, Shaanxi, China |
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| Abstract: | AIM To explore the value of flipped classroom combined with the case-based teaching model applied to the comprehensive experimental course of basic medicine. METHODS Eighty five-year clinical medical students of 2016 Grade in Air Force Medical University were selected and randomly divided into control group (traditional teaching method) and observation group (flip classroom + case teaching method). The two teaching methods in the teaching of comprehensive cardiovascular-related experiment course of basic medicine were valued by means of examination and questionnaire. RESULTS The experiment time and success rate in experimental group were significantly better than those in control group (P<0.05). Compared with the students in control group, the students in experimental group were significantly better in their understanding of the experimental principles, their mastery of experimental operation technology, their interest and initiative in learning, the effect of learning and memory, their thinking ability in clinical and scientific research, their ability of teamwork and cooperation, and their satisfaction with the teaching mode (P<0.05). The test-related knowledge assessment showed that the experimental knowledge assessment scores in experimental group were significantly higher than those in control group (P<0.01). CONCLUSION Compared with the traditional teaching method, the flipped classroom + case teaching method better improves students’ autonomous learning ability and their thinking ability in clinical and scientific research. The flipped classroom + case teaching method is worth promoting in the teaching of comprehensive experimental course of basic medicine. |
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