Application and effect evaluation of Seminar teaching method combined with flipped classroom in gastroenterology disease teaching
-
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。 -
关键词:
- 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. -
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 
下载: 导出CSV
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
下载: 导出CSV
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
下载: 导出CSV
-
[1] 马振增, 寿广丽, 顾林, 等. 以整合医学为导向的教学模式在消化内科疾病教学中的应用及其效果评价[J]. 中华全科医学, 2022, 20(6): 1045-1048. doi: 10.16766/j.cnki.issn.1674-4152.002520MA Z Z, SHOU GL, GU L, et al. Application and effect evaluation of integrated medicine-oriented teaching mode in gastroenterology teaching[J]. Chinese Journal of General Practice, 2022, 20(6): 1045-1048. doi: 10.16766/j.cnki.issn.1674-4152.002520 [2] 刘少锋, 左秀玲, 何池义, 等. 疑难病例讨论式教学在消化内科临床教学中的应用[J]. 中华全科医学, 2022, 20(11): 1947-1949. doi: 10.16766/j.cnki.issn.1674-4152.002743LIU S F, ZUO X L, HE C Y, et al. Application of discussion teaching of difficult cases in clinical teaching of gastroenterology[J]. Chinese Journal of General Practice, 2022, 20(11): 1947-1949. doi: 10.16766/j.cnki.issn.1674-4152.002743 [3] CHANG W W, ZHU L J, WEN L Y, et al. Effectiveness of seminar-case learning for use in practice teaching of statistics for undergraduates majoring in preventive medicine: a prospective cluster-randomized controlled trial[J]. BMC Med Educ, 2022, 22(1): 237. doi: 10.1186/s12909-022-03297-8 [4] 黄智慧, 林正铧, 郑霞. 翻转课堂联合Seminar教学在消化内科教学中的应用[J]. 中国继续医学教育, 2022, 14(7): 75-78. https://www.cnki.com.cn/Article/CJFDTOTAL-JXUY202207021.htmHUANG Z H, LIN Z H, ZHENG X. Application of Flipped Classroom Combined With Senimar Teaching Method in Clinical Practice Teaching of Gastroenterology[J]. China Continuing Medical Education, , 2022, 14(7): 75-78. https://www.cnki.com.cn/Article/CJFDTOTAL-JXUY202207021.htm [5] LUNDEGREN N, JÖNSSON A, LINDBERG P. An upgrade of the Malmö model by implementing case-based teaching and learning, in an undergraduate dental education[J]. Eur J Dent Educ, 2021, 25(4): 649-656. doi: 10.1111/eje.12642 [6] 羽思, 李玥, 李骥, 等. 翻转课堂结合基于案例的协作学习在新型临床医学八年制教学中的应用[J]. 协和医学杂志, 2022, 13(1): 74-78. https://www.cnki.com.cn/Article/CJFDTOTAL-XHYX202201013.htmYU S, LI Y, LI J, et al. Application of Flipped Classroom Combined with Case-based Collaborative Learning in Medical Teaching in the Experimental Eight-year Medical Doctor Program[J]. Medical Journal Of Peking Union Medical College Hospital, 2022, 13(1): 74-78. https://www.cnki.com.cn/Article/CJFDTOTAL-XHYX202201013.htm [7] LI P Y, ZENG B, CHEN X M, et al. Seminar-case learning model improves clinical teaching: a prospective randomized controlled trial[J]. Peer J, 2021, 9: e11487. DOI: 10.7717/peerj.11487. [8] 郑娟娟, 李晓宇, 闵丛丛, 等. Mini-CEX与DOPS相结合在本科生消化内科实习中的应用[J]. 中国继续医学教育, 2021, 13(22): 9-12. https://www.cnki.com.cn/Article/CJFDTOTAL-JXUY202122003.htmZHENG J J, LI X Y, MIN C C, et al. Application of Mini-CEX and DOPS in Clinical Practice Teaching of Undergraduates in the Department of Gastroenterology[J]. China Continuing Medical Education, , 2021, 13(22): 9-12. https://www.cnki.com.cn/Article/CJFDTOTAL-JXUY202122003.htm [9] DAPPER H, WIJNEN MEIJER M, RATHFELDER S, er al. Radiation oncology as part of medical education-current status and possible digital future prospects[J]. Strahlenther Onkol, 2021, 197(6): 528-536. [10] 刘成, 吴雪平. CBL联合Seminar教学模式在重症医学专业临床教学中的应用效果[J]. 中华全科医学, 2020, 18(7): 1214-1216, 1233. doi: 10.16766/j.cnki.issn.1674-4152.001468LIU C, WU P. Application effect of CBL combined with seminar teaching mode in clinical teaching of critical medicine[J]. Chinese Journal of General Practice, 2020, 18(7): 1214-1216, 1233. doi: 10.16766/j.cnki.issn.1674-4152.001468 [11] R∅E Y, ROWE M, ∅DEGAARG N B, et al. Learning with technology in physiotherapy education: design, implementation and evaluation of a flipped classroom teaching approach[J]. BMC Med Educ, 2019, 19(1): 291. [12] 葛君, 宣玲, 沙莎, 等. 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[J]. 中华全科医学, 2022, 20(12): 2134-2137. doi: 10.16766/j.cnki.issn.1674-4152.002787GE J, XUAN L, SHA S, et al. Application on flipped classroom combined with Case-based learning in the standardized training of residents in cardiology[J]. Chinese Journal of General Practice, 2022, 20(12): 2134-2137. doi: 10.16766/j.cnki.issn.1674-4152.002787 [13] HOLM P, BECKMAN L. Flipped or traditional online teaching? Two different strategies to handle teaching in nursing education during the COVID-19 pandemic[J]. Int J Nurs Educ Scholarsh, 2022, 19(1). DOI: 10.1515/ijnes-2021-0119. [14] 朱婧, 王景华, 张世平, 等. 翻转课堂结合Seminar教学法在产科麻醉教学中的应用效果[J]. 临床医学研究与实践, 2021, 6(30): 170-172, 176. https://www.cnki.com.cn/Article/CJFDTOTAL-YLYS202130056.htmZHU J, WANG J H, ZHANG S P, et al. Application effect of flipped classroom combined with Seminar teaching method in obstetric anesthesia teaching[J]. Clinical Research and Practice, 2021, 6(30): 170-172, 176. https://www.cnki.com.cn/Article/CJFDTOTAL-YLYS202130056.htm [15] 王玉洁, 郭向阳, 徐懋. 翻转课堂结合Seminar教学在胸科麻醉教学中的应用[J]. 中国继续医学教育, 2021, 13(1): 34-38. https://www.cnki.com.cn/Article/CJFDTOTAL-JXUY202101010.htmWANG Y J, GUO X Y, XU M. Application of Flipped Classroom Combined With Senimar Teaching Method in Anesthesia Teaching of Thoracic Surgery of Standardized Training of Residents[J]. China Continuing Medical Education, , 2021, 13(1): 34-38. https://www.cnki.com.cn/Article/CJFDTOTAL-JXUY202101010.htm -
点击查看大图
表(3)
计量
- 文章访问数: 293
- HTML全文浏览量: 189
- PDF下载量: 19
- 被引次数: 0
