基于微课的翻转课堂在儿科住院医师规范化培训床边实践教学中的应用

目的　探讨基于微课的翻转课堂在儿科住院医师规范化培训床边实践教学中的应用效果。方法　选取儿科轮转的30名住培学员作为研究对象,其中实验组15名,对照组15名。实验组学员进行“基于微课的翻转课堂”床边实践教学,对照组学员则进行传统教学查房活动。两组教学活动均每两周一次,以小组为单位选择相同病例,且指导教师相同。两组学员教学活动前完成小测验。经过6个月培训通过出科考核（病例分析和临床技能）比较两组学员培训效果差异。结果　实验组学员小测验成绩明显高于对照组（P<0.05）。出科考核实验组学员病例分析和临床技能成绩明显高于对照组（P<0.05）,且实验组学员逻辑思维和医患沟通能力明显优于对照组（P<0.05）。对实验组问卷调查结果显示,学员认为“基于微课的翻转课堂”床边实践教学可促进学习主动性,帮助启发临床思维,提高医患沟通能力。结论　将基于微课的翻转课堂教学法应用于儿科住培学员床边实践教学,不仅强化了学员基础理论知识,更提升了他们的临床技能,尤其在建立正确的临床思维方式和掌握医患沟通技巧方面凸显成效。

Flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents

Objective To explore the effect of flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents. Methods Thirty residential trainees in pediatric rotation were selected as subjects, including 15 in the experimental group and 15 in the control group. The students in the experimental group carried out the bedside teaching of "flipped classroom based on micro-lectures", while the students in the control group carried out traditional teaching rounds. The bedside teaching of two groups were conducted every two weeks, and the same cases were selected in groups with the same instructors. Both groups completed the quizzes before the bedside teaching. After six months'' training, the difference of training effect between the two groups was compared through the examination (case analysis and clinical skills evolution). Results The scores of the quizzes in the experimental group were significantly higher than those in the control group (P < 0.05). The scores of case analysis and clinical skills in the experimental group were significantly higher than those in the control group (P < 0.05), and logical thinking and doctor-patient communication abilities in the experimental group were significantly better than those in the control group (P < 0.05). The results of the questionnaire survey in the experimental group showed that the students believed that the new bedside teaching method could promote learning initiative, help to inspire clinical thinking and improve doctor-patient communication abilities. Conclusion An application of flipped classroom teaching method based on micro-lecture in bedside teaching of pediatric residential trainees not only strengthens their basic theoretical knowledge, but also improves their clinical skills, especially in establishing correct clinical thinking and mastering doctor-patient communication skills.