大数据平台结合翻转课堂教学法在急性心肌梗死教学中的应用探讨

目的 评价“大数据平台结合翻转课堂”教学法在急性心肌梗死教学中的应用效果。方法 随机选取空军军医大学2019级临床医学专业五年制本科生80人,随机分为两组：实验组（40人）和对照组（40人）。实验组进行“大数据平台结合翻转课堂”模式教学,对照组采用传统模式教学。在课程结束后,通过满意度问卷调查、学习投入时间及理论知识考核等方法对比评价“大数据平台结合翻转课堂”和传统教学法的教学效果。结果 实验组考核成绩为（88±4）分,对照组为（80±2）分,实验组理论知识考核成绩显著高于对照组（P<0.05）。实验组课前预习、课后复习与自主学习投入时间为（71±15）min、（74±17）min与（89±9）min,显著高于对照组（33±9）min、（62±18）min与（35±11）min（均P<0.05）,实验组学习投入时间长于对照组,并且学习意愿更强。满意度问卷调查显示实验组在提升理论知识掌握、培养学习兴趣、提升自主学习能力、培养临床思维能力和对教学模式的认可5个方面优于对照组（均P<0.05）。结论 在教学中采用“大数据平台结合翻转课堂”教学模式可显著提升本科生对急性心肌梗...

Application of big data platform combined with flipped class model in instruction of acute myocardial infarction

AIM To evaluate the application effect of “big data platform combined with flipped class model” in instruction of acute myocardial infarction. METHODS A total of 80 five-year-program undergraduates of clinical medicine in Grade 2019 in Air Force Medical University were randomly divided into two groups: experimental group (n=40) and control group (n=40). The experimental group was taught in the mode of “big data platform combined with flipped class” and the control group was taught in the traditional mode. After the course, the teaching effect of “big data platform combined with flipped class model” and traditional teaching method was evaluated by satisfaction questionnaire, time of learning and examination scores. RESULTS The test scores of the experimental group were (88 ± 4) points and that of the control group were (80 ± 2) points. The theoretical knowledge test scores of the experimental group were significantly higher than those of the control group (P<0.05). The input time of pre class preview, post class review and autonomous learning in the experimental group was (71 ± 15) min, (74 ± 17）min and (89 ± 9) min were significantly higher than those in the control group (33 ± 9) min, (62 ± 18) min and (35 ± 11) min (all P<0.05).. The satisfaction questionnaire survey showed that the experimental group was superior to the control group in five aspects, namely, improving the mastery of theoretical knowledge, cultivating learning interest, enhancing the ability of independent learning, cultivating clinical thinking ability, and approving the teaching mode (all P<0.05). CONCLUSION The application of big data platform combined with flipped class model in instruction of acute myocardial infarction can significantly improve the students’ learning effect of acute myocardial infarction, autonomous learning ability and satisfaction with instruction in undergraduates.