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翻转课堂结合CBL联合模式在高原性心脑损伤教学中的实践(PDF)

《心脏杂志》[ISSN:1009-7236/CN:61-1268/R]

期数:
2017年第2期
页码:
251-F003
栏目:
医学教育
出版日期:
2016-11-25

文章信息/Info

Title:
Application of flipped classroom combined with case-based learning in instruction of high altitude cardio-cerebral lesions
作者:
刘明朝1; 骆文静1; 贾 敏2; 张淑苗2; 顾晓明2; 李 娟2
（第四军医大学：1.军事预防医学系军队劳动与环境卫生学教研室，2.基础部生理学教研室，陕西 西安 710032）
Author(s):
LIU Ming-chao1;  LUO Wen-jing1;  JIA Min2;  ZHANG Shu-miao2;  GU Xiao-ming2;  LI Juan2
(1.Department of Occupational & Environmental Health and MOE Key Lab of Hazard Assessment and Control in Special Operational Environment, School of Public Health, 2.Department of Physiology, Fourth Military Medical University, Xi’an 710032, Shaanxi, China)
关键词:
高原医学; 病例为基础的教学; 翻转课堂
Keywords:
plateau medicine;  case-based learning;  flipped classroom
分类号:
G642
DOI:
-
文献标识码:
A
摘要:
目的 探讨翻转课堂教学方法结合以病例为基础的教学法（CBL）在高原性心脑损伤教学中的效果。方法 选取军事医学专业五年制学生80名作为研究对象。随机分为对照组（A班，40人）和试验组（B班，40人），A班（5组，8人/组）接受传统方式的授课，B班（5组，8人/组）接受翻转课堂结合CBL联合模式的授课。课程结束后，以试卷考试，统计分析考试分数，同时用问卷调查评价教学效果。评价以百分比来表示。结果 试验组的总成绩明显高于对照组（P<0.05）。学生对翻转课堂结合CBL联合模式教学法的效果评价明显优于传统的授课方式，翻转课堂结合CBL联合模式教学法在高原性心脑损伤教学中的应用明显提高了学生的学习兴趣、独立思考能力和加深对理论知识的理解能力。结论 翻转课堂结合CBL联合模式教学法在高原性心脑损伤教学中的应用可有效提高教学效果，加深理论知识的理解，提高学生的各种技能，而且可推广应用到其他军事卫生课程。
Abstract:
AIM To investigate the application of flipped classroom combined with case-based learning in instruction of high altitude cardio-cerebral lesions. METHODS A total of 80 medical students enrolled in the 5-year program were chosen as objects of analysis. They were randomly divided into control group (Class A, 40 students) in which students were divided into five groups (8/group) with traditional teaching model and experimental group (Class B, 40 students) in which the students were also divided into five groups (8/group) with flipped classroom combined with case-based learning model. At the end of the course, examinations were administered and the scores of the exams were analyzed. At the same time, a questionnaire survey was conducted for instruction evaluation. RESULTS Examination scores of class B were significantly higher than those of class A (P<0.05). The questionnaire results revealed that the flipped classroom combined with the case-based learning model was superior to the traditional teaching model. The flipped classroom combined with case-based learning was obviously better than the traditional teaching model in improving students' learning interests and independent thinking ability and enhancing their knowledge-acquiring ability. CONCLUSION The application of flipped classroom combined with the case-based learning model is not only feasible and effective in instruction of high altitude cardio-cerebral lesions but also deepens the understanding of theoretical knowledge and improves a variety of student abilities.

参考文献/References

[1]张晓梅,王妍妍,马增林.普通高校工商管理专业“翻转课堂”教学设计研究[J].教育探索,2014,(7): 60-61.
[2]李凌霞.“慕课+翻转课堂”推动应用型本科院校人才培养研究[J].黑龙江高教研究,2016,6:136-138.
[3]孙国珍,林 征,刘扣英,等.病例教学法在护理教学中的应用现状调查与分析[J].护士进修杂志,2011,13 (26):1165-1167.
[4]周其全,罗 荣,罗勇军,等.高原医学通用人才培养模式与培养方法的改革与实践[J].西北医学教育,2014,22(2): 227-229, 247.

备注/Memo

备注/Memo:
收稿日期：2016-07-14.
基金项目：第四军医大学教学研究项目资助（ZL201402）
通讯作者：李娟，讲师，主要从事心肺保护机制研究 Email:lijuan2162008@163.com
作者简介：刘明朝，讲师，博士 Email：lmclmc@fmmu.edu.cn
更新日期/Last Update: 2016-10-11