在穿孔技巧教学中使用翻转教室的有效性评估
Weihao Zhang1, Miao Jiang2, Wei Zhao1
1Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China.
BMC medical education
|February 23, 2024
概括
与传统教学相比,翻转课堂 (FC) 模型显著提高了医学学生的穿孔技能. 学生和教师都发现FC是一种有效和受欢迎的教学方法.
科学领域:
- 医疗教育 医学教育
- 临床技能培训 临床技能培训
- 教学教育学 在教学上
背景情况:
- 翻转课堂 (FC) 模式在医学教育中培养穿孔技能的有效性尚不清楚.
- 这项研究旨在评估FC对穿孔技能的影响,并评估学生和教练的接受度.
研究的目的:
- 评估FC教学模式在改善医学学生穿孔技能的有效性.
- 调查医学学生和教师对FC模型的接受和批准.
主要方法:
- 一种混合方法的方法,结合了准实验设计和定性研究.
- 71名五年级医学学生分为传统课堂 (TC) 组和FC组.
- 用客观结构化临床检查 (OSCE) 来评估点击技能,并补充了问卷.
主要成果:
- 与TC组相比,FC组在腹腔穿刺,胸腔穿刺,骨髓穿刺和整体平均穿刺技能的得分显著更高.
- 两组之间在腰部穿刺技巧上没有发现显著差异.
- 学生报告说,使用FC提高了自我学习和知识获取,学生和教师都倾向于使用FC模型和欧安组织进行技能评估.
结论:
- 结合教学视频和小组学习的FC教学方法是提高穿孔技能的可靠和受欢迎的方法.
- FC有效地补充和扩展现有的医疗教育方法来培养程序技能.
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