人工智能在本科《疼痛学》翻转教学中的应用

刘洋; 唐三辉; 邱俊; 张六一; 廖倩; 方懿

doi:10.16766/j.cnki.issn.1674-4152.004018

人工智能在本科《疼痛学》翻转教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.004018

刘洋^{1, 2},
唐三辉¹,
邱俊³,
张六一⁴,
廖倩²,
方懿^2, ,

1.
湖南师范大学附属第一医院护理部，湖南长沙 410014
2.
长沙市中心医院(南华大学附属长沙中心医院)麻醉科，湖南长沙 410006
3.
湖南师范大学附属第一医院(湖南省人民医院)肿瘤二科，湖南长沙 410014
4.
湖南师范大学医学院，湖南长沙 410014

基金项目:

湖南省教育厅学位与研究生教学改革研究项目 2021JGSZ040

详细信息

通讯作者:
方懿，E-mail: 369491526@qq.com

中图分类号: R192.3 R499
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- 文章访问数: 6
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- 被引次数: 0
出版历程
- 收稿日期: 2024-05-28
- 网络出版日期: 2025-08-14

Application of artificial intelligence in flipped teaching of undergraduate Pain Science

LIU Yang^{1, 2},
TANG Sanhui¹,
QIU Jun³,
ZHANG Liuyi⁴,
LIAO Qian²,
FANG Yi^{2
, ,}

1.
Department of Nursing, the First Affiliated Hospital of Hunan Normal University, Changsha, Hunan 410014, China

摘要

摘要: 目的将人工智能联合翻转教学模式应用于本科《疼痛学》临床教学中，探索该方法在临床教学中的应用前景，并分析其实践价值。方法随机选择南华大学全日制2021级(43名)和2022级(42名)全科医学专业本科学生为研究对象。其中2021级为对照组(采取翻转教学模式进行教学)，2022级为观察组(在对照组基础上融合人工智能进行教学)，比较2组学生课前课后对《疼痛学》内容的学习得分情况，分析2组学生对教学的趣味性、创新性、实践性评价及期末理论考试成绩，统计2组学生对师生沟通形式和教学模式的认可度。结果课后观察组对《疼痛学》教学内容的接受能力、疼痛疾病诊断能力和学习兴趣分别为(96.7±3.3)分、(96.5±2.1)分、(96.3±3.2)分，均高于课前观察组的(85.7±1.2)分、(86.5±4.1)分、(82.2±6.8)分及课后对照组的(93.6±2.8)分、(93.8±6.2)分、(92.7±4.7)分(P＜0.05)，观察组学生对师生沟通形式和教学模式的认可度均显著高于对照组(P＜0.05)，观察组学生的教学趣味性、创新性、实践性、期末理论考试成绩得分为(96.3±2.4)分、(95.5±1.7)分、(96.9±1.5)分、(93.5±4.6)分，均高于对照组的(75.5±14.7)分、(76.6±13.9)分、(82.1±10.2)分、(82.8±6.1)分(P＜0.05)。结论以翻转教学为基础，融入人工智能，可显著提高《疼痛学》临床教学效率与教学效果，值得在《疼痛学》临床教学中进一步推广应用。
- 人工智能 /
- 翻转教学 /
- 本科教学 /
- 疼痛学教学 /
- 全科医学专业
Abstract: Objective To apply the artificial intelligence joint flipped teaching mode in undergraduate Pain Science clinical teaching, explore the application prospect of this method in clinical teaching, and analyze its practical value. Methods Full-time undergraduate students of grade 2021 (43) and grade 2022 (42) of general practice at Nanhua University were randomly selected as the study subjects. Class 2021 was the control group (teaching with flipped teaching mode), and class 2022 was the observation group (teaching by integrating artificial intelligence on the basis of the control group). The learning scores of the two groups of students on the content of Pain Science learning before and after class were compared, the evaluation of the two groups of students on the fun, innovation and practicality of teaching as well as the final theoretical examination results were analyzed, and statistically assessing the forms of communication between teachers and students and the mode of teaching was counted. Results The acceptability of the teaching content of pain science, the diagnostic ability of pain diseases and the interest in learning in the observation group after the lesson were [(96.7±3.3) points, (96.5±2.1) points, (96.3±3.2) points], which were higher than those in the observation group before the lesson [(85.7±1.2) points, (86.5±4.1) points, (82.2±6.8) points] and in the control group after the lesson [(93.6±2.8) points, (93.8±6.2) points, (92.7±4.7) points, P < 0.05], the recognition of the form of teacher-student communication and teaching mode of the observation group was significantly higher than that of the control group (P < 0.05), and the scores of the observation group's students' teaching interest, innovation, practicality, and final theoretical examination scores were [(96.3±2.4) points, (95.5± 1.7) points, (96.9±1.5) points, and (93.5±4.6) points], which were higher than those in the control group [(75.5±14.7) points, (76.6±13.9) points, (82.1±10.2) points, and (82.8±6.1) points, P < 0.05]. Conclusion Based on flipped teaching and incorporating artificial intelligence, it can significantly improve the efficiency and teaching effect of pain clinical teaching, and is worthy of further promotion and application in Pain Science clinical teaching.
- Artificial intelligence /
- Flipped teaching /
- Undergraduate teaching /
- Pain teaching /
- General prctice specialty

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表 1 2组学生上课前后对《疼痛学》内容的学习情况得分比较(x±s，分)

Table 1. Comparison of learning outcome scores on Pain Science content between two student groups before and after classes(x±s, points)

组别	人数	教学内容接受能力		疼痛疾病诊断能力		学习兴趣
组别	人数	上课前	上课后	上课前	上课后	上课前	上课后
观察组	42	85.7±1.2	96.7±3.3^b	86.5±4.1	96.5±2.1^b	82.2±6.8	96.3±3.2^b
对照组	43	85.8±6.8	93.6±2.8^b	84.5±5.9	93.8±6.2^b	81.7±5.9	92.7±4.7^b
统计量		0.096^a	22.333^c	1.860^a	7.171^c	0.377^a	17.007^c
P值		0.924	＜0.001	0.067	0.009	0.707	＜0.001
注：^a为t值，^c为F值。与观察组上课前比较, ^bP＜0.01。

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表 2 2组学生对教学的趣味性、创新性、实践性评价及期末理论考试成绩比较(x±s，分)

Table 2. Comparison of students' evaluations on teaching (interest, innovation, practicality) and final theory exam scores between two groups(x±s, points)

组别	人数	趣味性	创新性	实践性	期末理论考试成绩
观察组	42	96.3±2.4	95.5±1.7	96.9±1.5	93.5±4.6
对照组	43	75.5±14.7	76.6±13.9	82.1±10.2	82.8±6.1
t值		9.052	8.747	9.304	9.115
P值		＜0.001	＜0.001	＜0.001	＜0.001

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表 3 2组学生对师生沟通形式和教学模式的认可度比较[例(%)]

Table 3. Comparison of the two groups of students' acceptance of the form of teacher-student communication and the mode of teaching[cases(%)]

组别	人数	师生沟通形式认可	教学模式认可
观察组	42	41(97.62)	40(95.24)
对照组	43	31(72.09)	32(74.42)
χ²值		10.686	7.109
P值		0.001	0.008

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