“翻转课堂”在普通外科实习教学中的应用评价

目的 探讨“翻转课堂”在普外科实习生教学中的应用与实践。方法 川北医学院第二临床学院普外科20个实习小组（每组3~5人）,以排列小组序号随机分为翻转组（45人）、传统组（40人）,每组10个小组。翻转组采用翻转课堂教学模式（发放资料学生课前自学—学生、教师课中讨论—课后评价）,传统组采用传统教学模式（学生课前预习—教师课中讲解—教师课后答疑）。教学结束,采用问卷法评估每位学生的参与度及完成度,以病史采集和病案分析得分评价教学效果。对比分析两组间参与度、完成度及教学效果。应用SPSS 23.0软件进行t检验和卡方检验。结果 翻转组参与度优于传统组（17.45±1.83） vs. （15.57±1.52）],差异有统计学意义（P < 0.05）;翻转组与传统组完成度比较差异无统计学意义。两组间病史采集得分比较差异无统计学意义;翻转组病案分析优于传统组（87.30±6.06） vs. （81.50±5.88）,P < 0.05]。调查问卷显示,约90%的学生认为翻转课堂能提高学习兴趣96%（43/45）,提高自主学习能力89%（40/45）,学习效果更佳;同时78%（35/45）的学生认为学习时间较长。结论 翻转课堂能提高普通外科实习学生教学参与度,提高学生学习兴趣,提高学生自主学习能力,提高学生病案分析思维能力。

Evaluation on the application effect of "flipped classroom" in general surgery practice teaching

Objective To explore the application and practice of "flipped classroom" in the teaching of general surgery interns.Methods A total of 20 internship groups (3 to 5 people in each group) were randomly selected from the general surgery practice group in the Department of General Surgery of the Second Clinical Medical College of North Sichuan Medical College. They were randomly divided into the flipped group (45 people) and the traditional group (40 people), with 10 subgroups in each group. The flipped group adopted the flipped classroom teaching mode (students'' self-study by handing out materials before class, students and teachers'' discussion in class, and students and teachers'' evaluation after class), while the control group adopted the current conventional teaching mode (students'' preview before class, teachers'' explanation in class, and teachers'' question answering after class). At the end of the teaching, a questionnaire was used to evaluate the participation and completion of each student. The teaching effect was evaluated by medical history collection and case analysis. The participation, completion, and teaching effect between the two groups were compared and analyzed. SPSS 23.0 software was used for t-test and Chi-square test.Results The participation of the flipped group was better than that of the traditional group (17.45±1.83) vs. (15.57±1.52)], and the difference was statistically significant (P < 0.05). There was no statistically significant difference between the flipped group and the traditional group. There was no significant difference in medical history collection scores between the two groups. The case analysis of the flipped group was better than that of the traditional group (87.30±6.06) vs. (81.50±5.88), P < 0.05]. The questionnaire shows that about 90% of the students think that flipped classroom can improve their interest in learning 96% (43/45)], improve their autonomous learning ability 89% (40/45)], and have better learning effect. At the same time, 78% (35/45) of students think that learning time is too long.Conclusion The flipped classroom teaching model can improve the teaching participation of general surgery students, improve students'' interest in learning, improve their self-learning ability, and improve students'' thinking ability of medical record analysis.