翻转课堂在本科生严重急性营养不良模块上的有效性:一项随机对照研究
Sarthak DAS1, Archana Malik2, Saroj Kumar Tripathy1
1Department of Paediatrics, All India Institute of Medical Sciences, Deoghar 814152, India.
The National medical journal of India
|February 6, 2026
概括
翻转课堂 (FC) 模式改善了学生的考试成绩和对管理严重急性营养不良 (SAM) 的学习兴趣. 虽然信心水平相似,但与传统讲座相比,FC增强了临床技能和自我指导的学习.
科学领域:
- 医学教育 医学教育
- 儿童营养学 儿童营养学
- 临床技能培训 临床技能培训
背景情况:
- 翻转课堂 (FC) 是一种创新的教学方法,可以逆转讲座和作业组件.
- 与传统的基于讲座的课堂教学 (TLC) 相比,关于FC有效性的数据有限.
- 评估FC对严重急性营养不良 (SAM) 的临床诊断和管理的影响至关重要.
研究的目的:
- 评估FC对本科医学学生学习SAM的课后测试成绩和自信的影响.
- 为了比较学生对FC的看法与TLC教学方法.
- 评估FC在提高临床方法,沟通和患者管理技能方面的作用.
主要方法:
- 一项随机对照试验,涉及59名MBBS第四学期学生.
- 学生被分配到FC (n=29) 或TLC (n=30) 组进行SAM的模块.
- 会议前后进行了测试,进行了信心评估和反问卷.
主要成果:
- 无论是FC和TLC组,与前测试得分相比,会议后测试得分均显著改善 (p<0.001和p<0.004).
- 在FC和TLC组之间,自我感知的信心水平是可比的.
- FC组的学生报告说,尽管对压力和休时间有一些担忧,但自我指导学习和独立学习技能得到了增强.
结论:
- FC模式促进了更多的学生参与,并提高了SAM管理的学术成绩.
- FC教学积极影响临床方法,沟通能力和对患者护理的信心.
- FC代表了医学教育的宝贵教学策略,特别是在复杂的临床主题.
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