基于Seminar教学法联合翻转课堂在消化内科系统疾病教学中的应用及效果评价

顾林; 赵睿; 马振增; 郑海伦; 刘茹; 邓敏

doi:10.16766/j.cnki.issn.1674-4152.003003

基于Seminar教学法联合翻转课堂在消化内科系统疾病教学中的应用及效果评价

doi: 10.16766/j.cnki.issn.1674-4152.003003

蚌埠医学院第一附属医院消化内科, 安徽蚌埠 233004

基金项目:

安徽省高等学校质量工程项目 2020jyxm1195

蚌埠医学院校级重点质量工程项目 2022fyjyxm03

详细信息

通讯作者:
赵睿，E-mail：9735385@qq.com

中图分类号: R192 R57
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出版历程
- 收稿日期: 2023-01-17

Application and effect evaluation of Seminar teaching method combined with flipped classroom in gastroenterology disease teaching

Department of Gastroenterology, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的消化系统疾病专业性强，病情复杂，病变涉及多系统、多脏器，且专业操作技能多，操作复杂，需要拓展新的教学模式和方法，提高临床教学效果。方法选择2022—2023年度在蚌埠医学院第一附属医院消化内科实习的医学本科生120名。按随机数字表法将其分为对照组(传统讲授式教学模式)和实验组(Seminar教学法联合翻转课堂教学模式)。2组课程内容保持一致，每组60人。比较2组的理论知识和临床病案分析成绩、临床实践综合能力等。结果实验组学生临床理论知识和病案分析的成绩分别为(55.03±1.74)分和(34.98±1.58)分，显著高于对照组的(53.68±1.55)分、(33.37±1.46)分，均P＜0.05；实验组临床实践综合能力各方面的成绩均高于对照组，差异均有统计学意义(均P＜0.05)，基于Seminar教学法联合翻转课堂教学法的混合教学模式可以显著提高实验组学生的临床实践综合能力。与对照组比较，实验组学生满意度较高(P＜0.05)，实验组非常满意21人，满意35人，对照组非常满意16人，满意29人。结论 Seminar教学法联合翻转课堂教学法的混合教学模式对临床医学实习生进行消化内科的临床教学，可以获得良好的教学效果，学生教学满意度高。
- Seminar教学法 /
- 翻转课堂 /
- 消化内科 /
- 临床教学 /
- 实习
Abstract: Objective Digestive system diseases are highly professional, complicated, involving multiple systems and organs, with many professional operation skills and complex operation, so it is necessary to expand new teaching models and methods, improve clinical teaching effect and improve the quality of medical education. Methods A total of 120 interned medical undergraduates in the Department of Gastroenterology of the First Affiliated Hospital of Bengbu Medical College from 2022 to 2023 were selected and divided into control group (traditional lecturing teaching mode) and experimental group (Seminar teaching method combined with flipped classroom teaching mode) according to the random number table method, with 60 students in each group. The two groups had the same content. The theoretical knowledge, clinical record analysis, clinical practice comprehensive ability, teaching effect and teaching satisfaction of the two groups were compared. Results The scores of theoretical knowledge and clinical case analysis of the experimental group were (55.03±1.74) points and (34.98±1.58) points, which were significantly higher than those of the control group [(53.68±1.55) points, (33.37±1.46) points], both P < 0.05, respectively. The scores of all aspects of comprehensive ability of clinical practice in the experimental group were higher than those in the control group, and the differences were statistically significant (all P < 0.05). Compared with the control group, the students' satisfaction in the experimental group was higher (P < 0.05). In the experimental group, 21 students were very satisfied and 35 students were satisfied, while in the control group, 16 students were very satisfied and 29 students were satisfied. Conclusion Seminar teaching mode combined with flipped classroom teaching mode can achieve good teaching effect and high teaching satisfaction for clinical medical interns in the Department of Gastroenterology.
- Seminar teaching method /
- Flipped classroom /
- Department of gastroenterology /
- Clinical teaching /
- Practice
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表 1 2组学生理论知识和临床病案分析的成绩比较(x ±s，分)

Table 1. Comparison of the scores of students' theoretical knowledge and clinical case analysis in 2 groups(x ±s, points)

组别	人数	理论成绩	病案分析成绩	总分
对照组	60	53.68±1.55	33.37±1.46	87.05±2.70
实验组	60	55.03±1.74	34.98±1.58	90.02±3.06
t值		4.488	5.797	5.637
P值		＜0.001	＜0.001	＜0.001

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表 2 2组学生临床实践综合能力考核的成绩比较(x ±s，分)

Table 2. Comparison of the scores of the comprehensive clinical practice assessment for 2 groups of students(x ±s, points)

组别	人数	病史采集	临床诊疗思维	临床体格检查及实践技能	医患沟通能力	组织合作能力
对照组	60	14.98±1.23	14.12±1.29	14.38±1.15	14.15±1.15	14.23±0.96
实验组	60	16.23±1.25	15.45±1.39	15.90±1.13	15.15±1.05	15.33±1.28
t值		5.521	5.433	7.303	4.974	5.325
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

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表 3 2组学生教学效果比较[人(%)]

Table 3. Comparison of teaching effect between two groups[person (%)]

组别	人数	促进学习	加深理论掌握	加强实践能力培养	培养临床思维	培养合作与沟通能力	愿意接受此类教学模式
对照组	60	47(78.3)	45(75.0)	43(71.7)	46(76.7)	48(80.0)	43(71.7)
实验组	60	55(91.7)	54(90.0)	58(96.7)	57(95.0)	56(93.3)	57(95.0)
χ²值		4.148	4.636	13.953	8.223	4.577	11.662
P值		0.041	0.031	＜0.001	0.004	0.032	＜0.001

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