研究设计教学的“翻转课堂”实践与评价

吴骋; 王睿; 郭晓晶; 许金芳; 何倩; 贺佳

doi:10.19428/j.cnki.sjpm.2020.19647

研究设计教学的“翻转课堂”实践与评价

Flipped classroom teaching:Practice and evaluation

摘要

摘要:
目的探索“翻转课堂”模式在医学研究设计大班课(超过50人)教学中的可行性。
方法采用平行对照研究，在某医学院校临床医学五年制本科3个教学班次中随机抽取一个班次为“翻转课堂”教学(FC组)，另一个班次为传统课堂教学(对照组)。除了教学模式外，两个研究班次在师资配备、学习材料及网络课程学习等方面均保持一致。
结果FC组52人，对照组69人。FC组的医学研究设计测试成绩比对照组高11.53分(95%CI：4.75~18.32，t=3.37，P=0.001)。医学统计学课程的其他知识点成绩两组差异无统计学意义(t=0.223，P=0.824)。
结论“翻转课堂”教学模式在医学研究设计大班次授课中具有可行性。实施中，需注意引导学生课前自学、更有效地组织课堂讨论以及充分运用新技术支撑教学。

Abstract:
ObjectiveTo evaluate the feasibility and effectiveness of flipped classroom teaching in medical research design class with more than 50 undergraduate.
MethodsUsing randomized parallel-control study, two classes were chosen for this study:flipped classroom teaching group (i.e.FC group) and traditional teaching group (i.e.control group).Except for different teaching modes, all the other conditions of these two groups remained the same, including learning materials, network reference materials and teaching equipment.
ResultsThe FC group had 52 students and the control group had 69 students.After teaching, the final test score on study design in FC group was 11.53 higher (95%CI:4.75-18.32, t=3.37, P=0.001).However, there was no statistically significant difference between the test scores of other medical statistic teaching units (t=0.223, P=0.824).
ConclusionFC teaching can be used in large class (more than 50 students) in medical undergraduate education.For flipped classroom teaching with large number of students, teachers should strengthen the arrangement of students′ self-study before class, organize effective team discussion, and make full use of new technologies to support teaching.

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