翻转课堂教学法在血液病学急诊医学课程教学改革中的应用研究
Research on the Application of Flipped Classroom Teaching Method in the Teaching Reform of Hematology Emergency Medicine Course

目的：探讨翻转课堂教学法在血液病学急诊医学课程教学改革中的应用及效果。方法：选取2022年1月~2023年12月本院血液科的80名实习医生，根据不同时间段的两种教学方法分为常规教学组(2022年1~12月，40名)与翻转课堂组(2023年1~12月，40名)。常规教学组采用常规教学法，翻转课堂组采用翻转课堂教学法，对比两组实习医生的考核成绩、学习效果、临床思维能力、教学满意度；跟踪随访3年，对比两组实习医生的职业认同感与工作压力感。结果：翻转课堂组的理论知识、临床实践成绩高于常规教学组，P < 0.05。翻转课堂组的激发学习热情、提高学习效率、培养临床思维、促进知识运用评分高于常规教学组，P < 0.05。翻转课堂组临床思维能力的各项评分高于常规教学组，P < 0.05。翻转课堂组的教学满意率(100.00%)高于常规教学组(90.00%)，P < 0.05。翻转课堂组的职业认同感评分高于常规教学组，工作压力感评分低于常规教学组，P < 0.05。结论：将翻转课堂教学法应用于血液病学急诊医学课程教学改革中，不仅能够提高实习医生的考核成绩、学习效果、临床思维能力以及教学满意度，还能够提高其职业认同感，减轻工作压力感，可推广。
Objective: To explore the application and effectiveness of flipped classroom teaching method in the teaching reform of hematology emergency medicine course. Method: 80 interns from the Hematology Department of our hospital from January 2022 to December 2023 were selected and divided into a conventional teaching group (40 students from January to December 2022) and a flipped classroom group (40 students from January to December 2023) based on two different teaching methods at different time periods. The conventional teaching group adopts the conventional teaching method, while the flipped classroom group adopts the flipped classroom teaching method. The assessment scores, learning outcomes, clinical thinking abilities, and teaching satisfaction of the two groups of interns are compared; Follow up for 3 years and compare the occupational identity and work pressure of two groups of interns. Result: The theoretical knowledge and clinical practice scores of the flipped classroom group were higher than those of the conventional teaching group, with P < 0.05. The flipped classroom group showed higher scores in stimulating learning enthusiasm, improving learning efficiency, cultivating clinical thinking, and promoting knowledge application compared to the conventional teaching group, with P < 0.05. The clinical thinking ability scores of the flipped classroom group were higher than those of the conventional teaching group, with P < 0.05. The satisfaction rate of flipped classroom group (100.00%) was higher than that of conventional teaching group (90.00%), with P < 0.05. The professional identity score of the flipped classroom group was higher than that of the conventional teaching group, and the work pressure score was lower than that of the conventional teaching group, with a P < 0.05. Conclusion: Applying flipped classroom teaching method to the teaching reform of hematology emergency medicine course can not only improve the assessment results,