“互联网+”背景下SPOC与翻转课堂教学模式在《内科学》教学中的构建与应用

目的探讨“互联网+”背景下小规模限制性在线课程（SPOC）融合翻转课堂教学模式在《内科学》教学中的效果。方法对蚌埠医学院2017级临床医学实验班60名学生采用“互联网+”背景下SPOC融合翻转课堂的教学模式（观察组），按照“课前+课中+课后”模式进行实施，并与采用传统教学模式融合MOOC的2017级临床医学一附院班（对照组）进行为期一学期内科学教学，学习结束后根据理论考试、问卷调查、召开学生座谈会等对教学效果进行评价。结果观察组学生理论考试成绩为（84.43±4.58）分，明显高于对照组（81.27±4.71）分（t=3.98，P < 0.05）；观察组学生在学习效率、课堂学习的互动能力、自主学习能力、理论与实际相结合能力、基础知识掌握、临床创新思维能力及团队协作能力等方面明显优于对照组（P < 0.05）。观察组学生对教学内容的理解程度、课堂激发学习兴趣、课后查阅文献及最终满意度均优于对照组（P < 0.05）。结论“互联网+”背景下SPOC融合翻转课堂的混合教学模式有利于提高学生学习成绩和学习兴趣，锻炼临床思维，提高自主学习能力，对完善本校的慕课平台，构建及培养临床实用型医学人才将起着重要的作用。

Construction and application of SPOC combined with flipped classroom teaching mode in the teaching of internal medicine under the background of "Internet+"

ObjectiveTo explore the application effects of the small private online courses(SPOC) combined with flipped classroom teaching mode in the teaching of internal medicine under the background of "Internet+".MethodsUnder the background of "Internet +", the teaching of internal medicine in 60 students from the clinical experiment class of grade 2017(observation group) were taught by the SPOC combined with flipped classroom teaching mode, and the teaching course was implemented according to the "before class+in class+after class" mode.The teaching of internal medicine in the students from the affiliated hospital class of grade 2017(control group) were taught by the traditional teaching mode combined with MOOC.Two groups were taught for a semester.After studying end, the teaching effects in two groups were evaluated using the theoretical examination, questionnaire survey and student symposium.ResultsThe score of the theoretical test in observation group(84.43±4.58) points] was significantly higher than that in control.group(81.27±4.71) points](t=3.98, P < 0.05).The learning efficiency, interactive ability of classroom learning, autonomous learning ability, ability of combining theory with practice, mastery of basic knowledge, clinical innovative thinking ability and teamwork ability in observation group were significantly better than those in control group(P < 0.05).The understanding of teaching content, stimulating learning interest in class, consulting literature after class and final satisfaction in observation group were better than those in control group(P < 0.05).ConclusionsThe mixed teaching mode of SPOC combined with flipping classroom under the background of "Internet+" is conducive to improve students' academic achievement and interest, exercise clinical thinking and improve their autonomous learning ability, and which plays an important role in improving the MOOC platform, constructing and cultivating clinical practical medical talents.