基于翻转课堂为主的混合式教学在预防医学临床实习中应用
Application of Blended Teaching Based on Flipped Classroom in Clinical Practice of Preventive Medicine

目的：探索预防医学本科生开展临床实习教学的有效方法。方法：采用以翻转课堂为主的混合式教学方法，先后设计了12次翻转课堂教学探索实践，每次课程安排每2周以一个主题进行线上(微信群)学习和讨论，视频PPT汇报个人作业，每4周一次线下集体讨论小组汇报作业，共有45名学生自愿参与翻转课堂教学实践，本研究采用自身前后对照研究方法、对照组实验组学习成绩比较法，结合定量和定性方法评价教学效果。结果：临床实习结束后，采用不记名问卷调查方法，课程满意度包括7个维度11个条目，参加翻转课堂45位学生的满意率为100%；教学效果评价采用学生从“核心知识”、“临床技能”和“自主学习能力”三个方面进行评价，显示学生的专业知识的掌握程度和技能方面有明显的提高，与对照组比较，参加翻转课堂学生的出科理论成绩和技能操作分数明显高于対照组分数。教学结束后，对10名学员进行访谈，参与翻转课堂临床实习的学生反馈最大收获是学以致用。结论：以翻转课堂为主的混合式教学方法，能够很好地激发学员整合已有知识，提高学习效率，提高学习的主动性和积极性，值得进一步探索和推广。
Objective: To explore the effective methods of clinical practice teaching for undergraduates of preventive medicine. Methods: Using the mixed teaching method of flipped classroom, we had designed 12 times of flipped classroom teaching practice. The course arrangement included online (WeChat App) learning and discussion with a theme every 2 weeks, PPT reports by video, and offline group discussion group reporting homework every 4 weeks. A total of 45 students voluntarily participated in the flipped classroom teaching practice. This study adopts self-designed teaching method before and after the control research method, learning performance comparison method between the control group and the experimental group, combined with quantitative and qualitative methods to evaluate the teaching effect. Results: After the clinical practice, anonymous questionnaire survey method was used. The satisfaction of the course included 7 dimensions and 11 items. The satisfaction rate of 45 students participating in the flipped classroom was 100%. The teaching effect was evaluated by students from three aspects of “core knowledge”, “clinical skills” and “learning initiative”, which showed the mastery degree and level of students’ professional knowledge compared with the control group; the scores of theory and skill operation of students in flipped classroom were significantly higher than those of the control group. After the end of the teaching, 10 students were interviewed, and the feedback of the students who participated in the flipped classroom clinical practice was that the biggest harvest was to apply what they learned. Conclusions: The blended teaching method based on flipped classroom, can stimulate the students to integrate the existing knowledge, improve the learning efficiency and improve the initiative and enthusiasm of learning, which is worth further exploration and promotion.