Application of Flipped Classroom Mixed Teaching Mode in Standardized Training of Radiology Residents
-
摘要:
目的 评估混合式翻转课堂教学模式在放射科住院医师培训中，对学生成绩、思辨能力以及教学满意度的应用效果。 方法 研究对象为昆明医科大学第三附属医院放射科2017年9月至2019年9月培养的60名住培生，随机分为试验组（n = 30，采用混合翻转课堂授课方式）和对照组（n = 30，采用传统授课方式）。培训后，对考试成绩、教学满意程度、思辨能力等方面进行2组成绩的比较。 结果 在翻转课堂上的学生批判性思维评分较传统课堂差异有统计学意义（P < 0.05）；对于章节测试、月末测试及出科考核的成绩也有显著提高（P < 0.05）。在最后的主观感受评价中，翻转课堂在提高自主学习能力、提高分析解决问题能力、增强团队合作意识、教学效果好的评分较传统模式更高（P < 0.05）。 结论 混合式翻转课堂能使放射科住院医师的专业成绩、思辨能力、教学满意度等方面得到有效提升，建议住院医师规范化培训采用这种教学模式。 Abstract:Objective To evaluate the application effect of the blended flipped classroom teaching mode on the academic performance, critical thinking ability, and teaching satisfaction of radiology residents. Methods Sixty radiology residents trained in our department from September 2017 to September 2019 were randomly selected and divided into an experimental group （n = 30, using the blended flipped classroom teaching method） and a control group （n = 30, using traditional teaching methods）. After training, the two groups were compared and evaluated in terms of exam scores, teaching satisfaction, and critical thinking ability. Results There was a significant difference in critical thinking scores between students in the flipped classroom and those in the traditional classroom （P < 0.05）; there was also a significant improvement in chapter tests, end-of-month tests, and end-of-rotation assessments （P < 0.05）. In the final subjective evaluation, students in the flipped classroom scored higher than those in the traditional mode in terms of improving independent learning ability, enhancing analytical problem-solving skills, increasing awareness of teamwork, and overall teaching effectiveness （P < 0.05）. Conclusion This study suggests that the blended flipped classroom can effectively enhance the professional performance, critical thinking ability, and teaching satisfaction of radiology residents. It is recommended to use this teaching mode for standardized training of residents. -
Key words:
- Flipped classroom /
- Mixed teaching /
- Radiology /
- Standardized training for resident
-
图 1 2种教育模式的考试成绩及思辨能力变化示意图
Figure 1. Schematic diagram of exam scores and changes in critical thinking for two educational models
表 1 2组受试者的一般特征[$\bar x \pm s $/n（%），分]
Table 1. General characteristics of the two groups of subjects [$\bar x \pm s $/n（%），score]
特点 类别 对照组 试验组 t/χ2 P 年龄（岁） 23.07 ± 0.64 23.13 ± 0.35 −0.450 0.654 性别 男 14（46.67） 14（46.67） 0 1 女 16（53.33） 16（53.33） 试验前 考试成绩 77.60 ± 7.05 77.40 ± 5.52 0.122 0.903 批判性思维 308.03 ± 36.95 308.87 ± 36.15 −0.089 0.929 试验后 考试成绩 81.13 ± 4.99 83.20 ± 4.78 −1.641 0.106 批判性思维 312.23 ± 37.36 336.50 ± 35.83 −2.568 0.013* 变化 考试成绩 3.53 ± 6.02 5.80 ± 5.15 −1.569 0.122 批判性思维 4.20 ± 37.16 27.63 ± 35.99 −2.481 0.016* *P < 0.05，**P < 0.01，***P < 0.001。 
下载: 导出CSV
表 2 2组学生的客观考试成绩比较[（$\bar x \pm s $），分]
Table 2. Comparison of objective examination scores of the two groups of students [（$\bar x \pm s $，score）
考核内容 对照组 试验组 t P 章节测试 理论测试 85.21 ± 11.04 85.70 ± 2.08 −0. 168 0.876 影像技能 81.03 ± 11.54 87.16 ± 6.11 −2. 100 0.041* 总分 83.75 ± 12.11 86.78 ± 5.60 −2. 334 0.043* 月末考核 理论测试 83.00 ± 13.22 93. 10 ± 4.21 −3.542 0.004** 影像技能 82.01 ± 10.11 90.45 ± 5.73 −1.943 0.046* 总分 82.77 ± 10. 14 89.36 ± 4.04 −2.600 0.012* 出科考试 理论测试 83.98 ± 12.71 94.03 ± 1.97 −4.280 < 0.001*** 影像技能 86.88 ± 12.22 93.33 ± 3.49 −2.084 0.032* 总分 85.83 ± 9.39 94.13 ± 2. 01 −3.600 < 0.001*** *P < 0.05，**P < 0.01，***P < 0.001
下载: 导出CSV
表 3 2组学生的主观感受评价[n（%）]
Table 3. Subjective perception evaluation table of the two groups of students[n（%）]
调查内容 对照组 试验组 χ2 P 总人数 30（100.0） 30（100.0） − − 教学目标明确 30（100.0） 30（100.0） − − 激发学习兴趣 8（13.3） 16（86.7） 3.403 0.065 提高自主学习能力 7（16.7） 18（93.3） 6.857 0.009** 提高分析解决问题能力 6（26.7） 19（93.3） 9.874 0.002** 增进团队合作意识 7（16.7） 19（90.0） 8.213 0.004** 教学效果好 5（30.0） 20（100.0） 13.440 < 0.001*** *P < 0.05，**P < 0.01，***P < 0.001
下载: 导出CSV
-
[1] 顾洪语. 浅谈住院医师规范化培训[J]. 中国冶金工业医学杂志,2012,29(6):715-716. [2] 马琳. 神经内科教学工作的实践与思考[J]. 中西医结合心血管病电子杂志,2020,8(13):12. [3] Mehta N B,Hull A L,Young J B,et al. Just imagine: New paradigms for medical education[J]. Acad Med,2013,88(10):1418-1423. doi: 10.1097/ACM.0b013e3182a36a07 [4] 董晶,郭桂真. 用翻转课堂撬动教学改革开启ICT深度融合新篇章——山东省昌乐一中创新教学模式改革纪实[J]. 中国教育信息化,2014(14):3-6. [5] 宋艳玲,孟昭鹏,闫雅娟. 从认知负荷视角探究翻转课堂——兼及翻转课堂的典型模式分析[J]. 远程教育杂志,2014,32(1):105-112. [6] 罗清旭,杨鑫辉. 《加利福尼亚批判性思维倾向问卷》中文版的初步修订[J]. 心理发展与教育,2001,17(3):47-51. [7] 黎宁钦,廖锦元. “雨课堂+工作坊”的参与式教学在医学影像学住培中的应用[J]. 中国继续医学教育,2023,15(14):117-120. [8] 栾海蓉,孙健,王得利,et al. 翻转课堂联合“以器官系统为中心”教学模式在机能学实验教学中的应用[J]. 中国现代医生,2020,58(24):147-150. [9] French H,Arias A,Gisondo C. Perspectives: The Flipped. Classroom in Graduate Medical Education[J]. Neo Reviews,2020,21(3):e150-e156. doi: 10.1542/neo.21-3-e150 [10] Zhu Z,Xu Z,Liu J. Flipped classroom supported by music combined with. deep learning applied in physical education[J]. Applied Soft Computing,2023,137:110039. doi: 10.1016/j.asoc.2023.110039 [11] Murillo L R,Lopez S J ,Godoy A L. How the flipped classroom affects knowledge,skills,and engagement in higher education: Effects on students’ satisfaction[J]. Computers & Education,2019,141: 103608. [12] Michael J. Where’ s the evidence that active learning works?[J]. Adv Physiol Educ,2006,30(4):159-167. doi: 10.1152/advan.00053.2006 [13] Li B Z,Cao N W,Ren C X. Flipped classroom improves nursing students’ theoretical learning in China: A meta-analysis[J]. Plos One,2020,15(8):e0237926. doi: 10.1371/journal.pone.0237926 [14] Morton D A,Colbert J M. Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom’ s taxonomy[J]. Anat Sci Educ,2017,10(2):170-175. doi: 10.1002/ase.1635 [15] Khoynaroud A A,Akbarzadeh A,Ghojazadeh M,et al. Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction[J]. BMC Med Educ,2020,20(1):293. doi: 10.1186/s12909-020-02223-0 [16] Ghezzi J,Higa E F R,Lemes M A,et al. Strategies of active learning methodologies in nursing education: An integrative literature review[J]. Rev Bras Enferm,2021,74(1):e20200130. doi: 10.1590/0034-7167-2020-0130 [17] Khodaei S,Hasanvand S,Gholami M. The effect of the online. flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic[J]. BMC Nursing,2022,21(1):22. doi: 10.1186/s12912-022-00804-6 [18] 陈娅,徐祖才,廖书胜,等. 基于微课的翻转课堂在神经内科临床实习教学中的应用探索[J]. 中国卫生产业,2020,17(13):158-160. [19] El Sadik A,Al Abdulmonem W. Improvement in student performance and perceptions through a flipped anatomy classroom: Shifting from passive traditional to active blended learning[J]. Anat Sci Educ,2021,14(4):482-490. doi: 10.1002/ase.2015 -
点击查看大图
图(1) / 表(3)
计量
- 文章访问数: 115
- HTML全文浏览量: 66
- PDF下载量: 4
- 被引次数: 0
