翻转课堂在物理诊断学教学中的应用

以教育信息化带动教育现代化是我国教育事业发展的战略选择。翻转课堂是在信息化环境中,教师提供以教学视频为主的学习资源,学生在课前完成教学视频的学习,师生在课堂上一起完成作业答疑、协作探究和互动交流等活动的教学模式。这种模式正好迎合《物理诊断学》的教学理念,作为基础医学与临床医学的桥梁课程,要求培养学生的全面的临床思维能力和独立的实践能力,因而有必要应用翻转课堂模式,实现以学生为中心,课前-课中-课后全程化的个体化《物理诊断学》教育,激发学生学习主动性,为培养高素质临床医学人才奠定基础。     

教学路径结合翻转课堂教学法在临床实践教学中的应用效果

目的探讨教学路径结合翻转课堂教学法在临床实践教学中的应用效果。方法选取消化内科临床医学专业实习生60名为研究对象,随机将其分为两组,试验组采用教学路径结合翻转课堂教学法,对照组采用传统临床实习带教法。比较两组的教学效果。结果试验组的理论考核成绩、临床技能考核成绩及课堂模式各项满意度均显著高于对照组(P<0.05)。结论教学路径结合翻转课堂教学法在临床实践教学中的应用效果优于传统带教方法。     

基于数字资源和即时通讯平台的翻转课堂教学方法在物理诊断学实训课中的应用效果

目的探索新的教学方法以提高物诊实训课的教学质量。方法将60名学生随机分成一班(30名,常规的示范-模仿模式)和二班(30名,基于数字资源和即时通讯平台的翻转课堂模式),评估两种教学方法的教学效果。结果二班的理论、实操、要点问答成绩和平均成绩均高于一班;一班的教学满意度评分低于二班(P<0.05)。结论基于数字资源和即时通讯平台的翻转课堂教学方法可以完善课前准备,促进课堂互动及知识的内化,从而促进学生高效准确地完成物诊实训课的学习。     

国内外医学翻转课堂教学评价指标的比较分析

了解国内外医学翻转课堂的教学评价指标,从评价指标的形式、关注点、类型、评价主客体4个角度对比分析国内外医学翻转课堂的教学评价指标之间的差异,提出加强指标多维度选取,实现多元化评价、加强过程评价、定量评价与定性评价相结合、实现多方评价的建议,为国内医学翻转课堂教学评价指标的选用提供借鉴和指导。     

基于PACS系统的翻转课堂教学在神经影像学实践课中的应用

该研究探讨了基于图像存储和传输(PACS)系统的翻转课堂教学新策略在影像诊断实践课教学中的应用效果。采用实验对照研究的方法,将118名临床专业硕士研究生按照随机数字表法分为教改组和对照组,每组各59名,分别以基于PACS系统的翻转课堂教学新策略、传统教学法进行教学。通过考试成绩和问卷调查,比较两组学生的实习情况,评价教学效果。与对照组比较,教改组的影像理论和阅片技能考试成绩,批判性思维、初步临床思维,以及知识理解应用、自主学习、沟通协作、独立解决临床问题的能力均明显提高,差异有统计学意义(P0.05)。说明基于PACS系统的翻转课堂教学新策略能充分发挥影像学科特点,以学生为中心,切实提升影像诊断实践课教学效果。     

翻转课堂的应用现状及展望

<正>翻转课堂最早起源于美国。2000年莫里·兰格等首次在论文中介绍了翻转课堂(flipped classroom)~([1])。2007年Bergmann等~([2])尝试在化学课中应用翻转课堂,推动了其该模式在美国中小学教育中的应用。2011年可汗学院所提供的丰富视频资源,进一步提升了人们对翻转课堂的关注程度。自此,包括哈佛、麻省理工等众多高校纷纷尝试实施翻转课堂教学实践,并取得较好成效。国外翻转课堂的成功实践引起了我     

翻转课堂教学评价指标体系的初步构建

目的构建翻转课堂评价指标体系,科学评价翻转课堂的教学效果。方法运用德尔菲法对专家进行2轮函询,建立翻转课堂教学评价指标体系,并通过层次分析法确立各级指标权重。结果初步构建的翻转课堂评价指标体系包括课前准备、课堂活动、课后回顾3个一级指标、9个二级指标及35个三级指标,专家对各项指标的协调系数为0.10~0.38。结论构建的翻转课堂评价指标专家咨询意见趋于一致,专家的积极性和权威性较高,能够为翻转课堂实践研究提供科学的评价依据,完善翻转课堂的监督和评价制度。     

基于“慕课”的翻转课堂在康复治疗学教学中的应用效果

目的：评价基于“慕课”的翻转课堂教学模式在康复治疗学专业物理治疗方向本科生课程中的应用效果。方法：在四年制康复治疗学专业《运动疗法技术学》课程水中运动治疗章节的4学时理论课教学中，应用新的基于“慕课”的翻转课堂教学模式，即课前通过互联网平台让学生通过视频、课件、论文等素材提前预习水中运动治疗相关内容，课中进行主题式教学和分组讨论，课后通过调查问卷与随堂测试的成绩对教学效果、学生教学满意度及认可度等进行评价。结果：30名物理治疗本科生的教学满意度为100%。与传统教学模式相比，分别有30名学生（100%）、27名学生（90.0%）、28名学生（93.3%）认为新的教学模式对理论学习、技能练习、兴趣提升更有帮助；30名学生的随堂测试成绩（77±9.12）分与其《运动疗法技术学》课程期末考试成绩（78.43±6.98）分相关（r=0.38，P＜0.05）。“非常满意”组的随堂测评成绩（80.92±8.74）分明显高于“满意”组（74.00±8.54）分，差异具有统计学意义（P＜0.05）。结论：基于“慕课”的翻转课堂教学模式有助于提高物理治疗本科生的自主学习能力、创新能力、解决问题能力与终身学习意识。     

基于小规模限制性在线课程的翻转课堂教学模式在急诊症状诊断学教学中的应用

目的探讨基于小规模限制性在线课程(SPOC)的翻转课堂教学模式在急诊症状诊断学教学中的应用价值。 方法选取2020年9月至11月蚌埠医学院2017级临床医学实验班接受急诊症状诊断学课程学习的学生30名,采用基于SPOC的翻转课堂教学方法授课,为试验组(n＝30)。同时选取2019年9月至11月本校2016级临床医学实验班接受同课程学习的学生30名,采用传统教学方法授课,为对照组(n＝30)。比较两组学生的急诊症状诊断学课程的临床技能及理论知识成绩和学生对教学效果评价的问卷调查结果。 结果对照组与试验组学生临床技能成绩[(83.45±3.02)分,(91.34±2.16)分]及理论知识总成绩[(83.12±0.42)分,(89.53±0.93)分]比较,均差异有统计学意义(t＝11.64,34.41;均P<0.01)。试验组与对照组学生对教学的问卷反馈评价(包括对急诊症状诊断学课程的学习兴趣、解决急诊科临床操作能力、提高学习效率及专注度、提高自主学习能力及继续接受该种教学模式的意愿)比较,试验组反馈评价均高于对照组,均差异有统计学意义(χ²＝5.45,5.96,6.67,4.36,5.08;均P<0.05)。 结论基于SPOC的翻转课堂教学模式在急诊症状诊断学课程中取得了良好的教学效果,可联合线下实践进一步推广。     

以案例为基础的翻转课堂教学模式的应用研究

目的 探讨在本科护生中开展以案例为基础的翻转课堂教学模式的应用效果。 方法 将2017年1月至2017年12月在吉林大学第二医院实习的120名护生按照随机数字表随机分为观察组和对照组，每组各60名。观察组采用以案例为基础的翻转课堂教学方法；对照组采用传统带教方法。实习结束时对两组护生进行理论考核和操作技能考核，以及了解两组护生对带教模式的评价。 结果 观察组护生理论成绩、操作成绩均高于对照组，差异具有统计学意义（P＜0.05）；观察组护生对带教模式的满意度高于对照组，差异具有统计学意义（P＜0.05）。 结论 以案例为基础的翻转课堂教学可以提高教学质量和护生的实习效果。     

Simulation-based learning in nurse education: systematic review

Title.  Simulation-based learning in nurse education: systematic review.
Aim.  This paper is a report of a review of the quantitative evidence for medium to high fidelity simulation using manikins in nursing, in comparison to other educational strategies.
Background.  Human simulation is an educational process that can replicate clinical practices in a safe environment. Although endorsed in nursing curricula, its effectiveness is largely unknown.
Review methods.  A systematic review of quantitative studies published between 1999 and January 2009 was undertaken using the following databases: CINAHL Plus, ERIC, Embase, Medline, SCOPUS, ProQuest and ProQuest Dissertation and Theses Database. The primary search terms were 'simulation' and 'human simulation'. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. The quality of the included studies was appraised using the Critical Appraisal Skills Programme criteria.
Results.  Twelve studies were included in the review. These used experimental or quasi-experimental designs. All reported simulation as a valid teaching/learning strategy. Six of the studies showed additional gains in knowledge, critical thinking ability, satisfaction or confidence compared with a control group (range 7–11%). The validity and reliability of the studies varied due to differences in design and assessment methods.
Conclusion.  Medium and/or high fidelity simulation using manikins is an effective teaching and learning method when best practice guidelines are adhered to. Simulation may have some advantage over other teaching methods, depending on the context, topic and method. Further exploration is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement.     

Interprofessional education for delirium care: a systematic review

Abstract

Recent delirium prevention and treatment guidelines recommend the use of an interprofessional team trained and competent in delirium care. We conducted a systematic review to identify the evidence for the value of interprofessional delirium education programs on learning outcomes. We searched several databases and the grey literature. Studies describing an education intervention, involving two or more healthcare professions and reporting on at least one learning outcome as classified by Kirkpatrick’s evaluation framework were included in this review. Ten out of 633 abstracts reviewed met the study inclusion criteria. Several studies reported on more than one learning outcome. Two studies focused on learner reactions to interprofessional delirium education; three studies focused on learning outcomes (e.g. delirium knowledge); six studies focused on learner behavior in practice; and six studies reported on learning results (e.g. patient outcomes), mainly changes in delirium rates post-intervention. Studies reporting changes in patient outcomes following the delirium education intervention used an interprofessional practice (IPP) intervention in combination with interprofessional education (IPE). Our review of the limited evidence suggests that IPE programs may influence team and patient outcomes in delirium care. More systematic studies of the effectiveness of interprofessional delirium education interventions are needed.     

Knowledge tests in patient education: A systematic review

This study describes knowledge tests in patient education through a systematic review of the Medline, Cinahl, PsycINFO, and ERIC databases with the guidance of the PRISMA Statement. Forty‐nine knowledge tests were identified. The contents were health‐problem related, focusing on biophysiological and functional knowledge. The mean number of items was 20, with true–false or multiple‐choice scales. Most of the tests were purposely designed for the studies included in the review. The most frequently reported quality assessments of knowledge tests were content validity and internal consistency. The outcome measurements for patient‐education needs were comprehensive, validating knowledge tests that cover multidimensional aspects of knowledge. Besides the measurement of the outcomes of patient education, knowledge tests could be used for several purposes in patient education: to guide the content of education as checklists, to monitor the learning process, and as educational tools. There is a need for more efficient content and health problem‐specific knowledge‐test assessments.     

Preoperative education for orthopaedic patients: systematic review

AIMS: This paper presents a systematic review whose aim was to describe the scope and methods of the current literature on preoperative patient education and to identify the effects of this education. BACKGROUND: Preoperative patient education is a common and important intervention in surgical nursing, yet there is very limited systematic evidence on its precise role. METHODS: The Medline, CINAHL, Eric, Psycinfo and Social Sciences Index databases and the Cochrane Library were searched, covering the period from the beginning of each database to April 2003. Studies were included if they concerned adult orthopaedic patients, preoperative nursing patient education and were based on randomized controlled or clinical trials. Meta-analysis was carried out where appropriate. RESULTS: We identified 11 articles involving 1044 participants. Most studies included one experimental and one control group; only two had more than one experimental and control group. The educational interventions varied widely, but the majority were based on written materials alone, or written materials in combination with other teaching methods. The most common outcome measures related to pain, knowledge, anxiety, exercises and length of stay, and the least common to self-efficacy and empowerment. The methodological quality of the studies varied. Almost all reported one or more statistically significant effects. Based on the findings of the meta-analysis, preoperative education appears to have some impacts on patients' anxiety and knowledge levels. CONCLUSIONS: The review clearly highlights the need for well-designed, methodologically sound research into the outcomes of patient education. It also points to the need to study patient education from the point of view of empowerment.     

身体活动改善超重儿童神经认知功能的系统综述

目的 探讨身体活动对超重儿童神经认知功能的影响。方法 采用主题词检索的方式,在中国知网、维普、万方数据库、PubMed、Web of Science、EBSCO等数据库检索身体活动对超重儿童神经认知功能的相关文献,检索时间为2000年1月至2022年1月。筛选后提取作者、国家、文章发表时间、研究对象年龄、研究方法、干预时间、测量工具以及研究结果等信息,同时采用PEDro量表对文章进行方法学质量评估。结果 筛选后纳入12篇文献,来自美国、意大利、比利时和中国4个国家,主要发表在心理、临床医学、神经科学、体育教育等期刊,PEDro量表平均得分为6.67分。研究设计包括随机对照试验和前后测设计两种。研究对象的年龄7～12岁,共909例被试。涉及的身体活动类型包括体能类、技能类和运动项目类。超重儿童参与身体活动的康复效果主要体现在提高认知和脑可塑性两个方面。在认知方面,参与身体活动可以提高超重儿童的注意、记忆、抑制控制、工作记忆和认知灵活性。在脑可塑性方面,可以提高大脑白质完整性,增大海马体积,增强大脑激活和大脑网络连接性。结论 身体活动是一项简单而又有效的锻炼方式,不仅可以提高超重儿童的注意...     

身体活动干预儿童青少年执行功能效果的系统综述

目的 系统分析身体活动对儿童青少年执行功能的干预效果,并对影响干预效果的因素进行梳理。方法 检索2010年1月1日至2021年6月30日中国知网、万方数据库、Google Scholar、Wiley Online Library、PubMed中对儿童青少年执行功能进行身体活动干预的文献,经筛选、质量评定后,进行系统综述。结果 最终纳入21篇文献,来自11个国家,包含13项随机对照试验,涉及2 496例研究对象,年龄5～18岁,文献发表日期主要集中在2010年至2019年,物理治疗证据数据库量表平均分5.57分。身体活动类型主要包括体能、技能和运动项目三类,活动强度为低至高强度,每次8～120 min,每周1～5次,时间最长10个月。身体活动可以有效改善执行功能,主要改善抑制控制、工作记忆和认知可塑性,体现在完成认知任务的准确率提高、反应时缩短,双侧前额叶皮质活动增加等。影响干预效果的因素包括身体活动类型、活动组织形式、活动强度、单次活动持续时间、活动频率和周期、干预对象的选取、执行功能指标的选取等。结论 身体活动可以改善儿童青少年的抑制控制、工作记忆和认知可塑性。影响干预效果的因素主要...     

高仿真模拟人在急救护理教学中应用效果的系统评价

目的 :系统评价高仿真模拟人在急救护理教学中的应用效果。方法 :检索多个中英文数据库,搜集相关随机对照试验和半随机对照试验,进行文献质量评价后,对适合Meta分析的数据进行Meta分析,对不符合Meta分析的资料进行定性描述。结果:共纳入10篇文献,评价结果显示,与传统教学法相比,应用模拟人可提高学生理论知识水平和操作技能(P0.05);但在自信心提升方面,各研究结果不一致,尚无统一结论。结论 :在急救护理教学中使用高仿真模拟人可显著提高急救理论知识和操作水平,但在提升自信心方面,目前结果并不统一,确切结果仍有待于开展多中心、大样本随机对照试验来证实。     

Student engagement in flipped classroom in nursing education: An integrative review

AimTo summarize the effect of the flipped classroom method (FCM) on student engagement in nursing education and provide the implications for future practice.BackgroundTechnological advancement of learning approaches including flipped classroom has become increasingly popular in nursing education. However, no integrative review has been published that specially explore the behaviour engagement, cognitive engagement and emotional engagement of flipped classroom use in nursing education.MethodsPopulation, Intervention, Comparison, Outcomes and Study (PICOS) strategies were implemented to investigate the literature from published peer-reviewed papers from 2013 to 2021 in CINAHL, MEDLINE and Web of Science.ResultsThe initial search identified 280 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 16 articles were considered for the final review. Most of articles targeted on undergraduate nursing students and were conducted in the USA and Australia. The review primarily identified positive learning outcomes among nursing students in term of student engagement. However, a few studies reported contrasting findings, possibly due to students are still dependent on traditional lecture-based classroom.ConclusionThis review suggests that use of the FCM in nursing education could promote students’ behavioral engagement and cognitive engagement but yield a mixed outcome in emotional engagement. This review contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education, the strategies for promoting student engagement in future flipped classroom practice and recommendation for future research on flipped classroom.