翻转课堂联合案例教学法在心内科住院医师规范化培训中的应用

  目的  案例教学法(case-based learning，CBL)是以案例为主导的教学方法，翻转课堂是教学结构与教学流程颠覆的教学方法，本文旨在探讨翻转课堂联合CBL在心内科住院医师规范化培训中的应用效果，以提高教学质量。  方法  选取2021年4月—2022年7月于蚌埠医学院第二附属医院心内科进行3个月规范化培训的60名住院医师为研究对象, 按随机数字表法分为观察组和对照组, 每组各30名。观察组采用翻转课堂联合CBL，对照组采用传统教学法，对比分析2种教学方法的教学效果。3个月规范化培训结束后，对规培医师进行基础理论考试、实践技能操作及病例分析的考核并采用问卷调查形式评估2种教学方法的效果。  结果  观察组的基础理论知识成绩[(93.1±5.3)分]、技能操作成绩[(89.2±10.1)分]及病例分析考核[(90.2±6.7)分]结果明显高于对照组的基础理论知识成绩[(88.5±8.9)分]、技能操作成绩[(81.3±11.4)分]及病例分析考核[(85.3±5.9)分]，差异有统计学意义(均P < 0.05)。问卷调查满意度调查评分也明显高于对照组，差异有统计学意义(P < 0.05)。  结论  翻转课堂联合CBL有利于提升心内科规培医师规范化培训的质量，激发规培医师的学习兴趣，提升教学满意度，提高规培医师的临床解决问题能力、自主自学能力、实践操作技能，有利于未来学习，对提升临床教学效果起促进作用。 

Application on flipped classroom combined with Case-based learning in the standardized training of residents in cardiology

  Objective  Case-based learning (CBL) is a case oriented teaching method, and flipped classroom is a teaching method that is loose in teaching and subversive in teaching process. This article aims to explore the effect of the application of flipped classroom combined with CBL in the standardized training of cardiology residents, so as to improve the teaching quality.  Methods  A total of 60 trained doctors who received 3-month standardized training in the Department of Cardiology of the Second Affiliated Hospital of Bengbu Medical College from April 2021 to July 2022 were selected as the subjects. They were divided into observation group and control group according to random number table method, with 30 doctors in each group. The observation group adopted the flipped classroom combined with CBL, and the control group adopted the traditional teaching method teaching mode. The teaching effects of the two teaching modes were compared and analyzed. After three months of standardized training, residents were assessed in the form of basic theory examination, practical skills and case analysis, and questionnaire survey to evaluate the effects of the two teaching methods.  Results  The basic theory scores [(93.1±5.3) points], skill operation scores [(89.2±10.1) points] and case analysis examination scores [(90.2±6.7) points] in the observation group were significantly higher than those in the control group [(88.5±8.9) points, (81.3±11.4) points, (85.3±5.9) points], the differences were statistically significant (all P < 0.05). The scores of questionnaire survey satisfaction were also significantly higher than that in the control group, the difference was statistically significant (P < 0.05).  Conclusion  Flipped classroom combined with CBL is conducive to improving the quality of standardized training for cardiology residents, stimulating residents' interest in learning, increasing teaching satisfaction, improving their ability to solve clinical problems, and improving their independent self-study ability and practical operation skills, which is conducive to future learning and improving the clinical teaching effect.