医学生自主学习能力与翻转课堂教学效果的相互促进作用

张瑛; 万有; 邢国刚; 张嵘; 孔金阁; 王韵

doi:10.3760/cma.j.cn116021-20211105-01267

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医学生自主学习能力与翻转课堂教学效果的相互促进作用

教学改革 | 更新时间：2023-06-08

- 医学生自主学习能力与翻转课堂教学效果的相互促进作用
- Mutual promotion action between the self-directed learning ability of medical students and the effect of flipped classroom teaching
- 中华医学教育探索杂志 2023年22卷第5期页码：654-659
- 作者机构：
  
  北京大学神经科学研究所/北京大学基础医学院神经生物学系/教育部和卫健委神经生物学重点实验室，北京　100083
- 作者简介：
  
  王韵，Email：wangy66@bjmu.edu.cn
- 基金信息：
  
  2020年北京大学医学部教育教学研究课题(2020YB05)
- DOI：10.3760/cma.j.cn116021-20211105-01267
  中图分类号： R338
- 纸质出版日期：2023-05-20，
  
  收稿日期：2021-11-05，
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张瑛, 万有, 邢国刚, 等. 医学生自主学习能力与翻转课堂教学效果的相互促进作用[J]. 中华医学教育探索杂志, 2023, 22(5): 654-659.

Zhang Ying, Wan You, Xing Guogang, et al. Mutual promotion action between the self-directed learning ability of medical students and the effect of flipped classroom teaching[J]. Chinese Journal of Medical Education Research, 2023,22(5):654-659.
张瑛, 万有, 邢国刚, 等. 医学生自主学习能力与翻转课堂教学效果的相互促进作用[J]. 中华医学教育探索杂志, 2023, 22(5): 654-659. DOI： 10.3760/cma.j.cn116021-20211105-01267.

Zhang Ying, Wan You, Xing Guogang, et al. Mutual promotion action between the self-directed learning ability of medical students and the effect of flipped classroom teaching[J]. Chinese Journal of Medical Education Research, 2023,22(5):654-659. DOI： 10.3760/cma.j.cn116021-20211105-01267.

摘要

目的

探索医学生的自主学习能力与翻转课堂教学效果之间的相互关系。

方法

本研究采用问卷调查方法。2020年11月至12月，选取北京大学医学部2019级临床医学专业（五年制）123名学生作为研究对象，《神经生物学》为其必修课。以医学生自主学习能力测评量表（medical students’ autonomous learning ability assessment scale，MSALAAS）评估学生的自主学习能力，以期末考试成绩和问卷调查方法评估教学效果。以描述性分析、Mann-Whitney检验分析授课前、后学生自主学习能力的变化，以一元线性回归分析自主学习能力对其期末考试成绩、课程体验和课程评价的影响。

结果

授课后学生的自主学习能力评分高于授课前[（113.65±15.88）分vs.（109.84±14.12）分，

0.05]。以自主学习能力量表评分为自变量，分别以期末考试成绩、课程体验和课程评价为因变量，进行一元线性回归分析。结果显示，自主学习能力量表评分与其期末考试成绩（

=0.248，

=3.59，

0.001）、课程体验（

=0.049，

=3.15，

=0.002）和课程评价（

=0.048，

=3.18，

=0.002）有相关性。

结论

翻转课堂教学可提高医学生的自主学习能力；反过来，自主学习能力较高的学生在接受翻转课堂教学后，可获得更高的学业成绩，产生更好的课程体验和课程评价。

Abstract

Objective

To explore the correlation between the self-directed learning ability of medical students and the effect of flipped classroom teaching.

Methods

The questionnaire survey was used. From November to December 2020

123 students of 5-year program enrolled in 2019 in Peking University Health Science Center were chosen as the study objects and

Neurobiology

is a required course for them. The Medical Students' Autonomous Learning Ability Assessment Scale (MSALAAS) was used to assess the students' self-directed learning ability. The final examination score and a questionnaire survey were used to assess the teaching effect of the course. Descriptive analysis and Mann-Whitney analysis were used to analyze the change of self-directed learning ability of students after the course. One-dimensional linear regression was used to analyze the influence of self-directed learning ability on the final examination score

course experience and course assessment.

Results

The total score of MSALAAS was increased from [(109.84 ± 14.12) points] to [(113.65±15.88) points]

(

0.05) after the course. If the total score of the MSALAAS was referred to as an independent variant

and the final examination score

the course experience and course assessment was referred to as a dependent variable

respectively. The one-dimensional linear regression analysis showed that the total score of the MSALAAS was correlated with the final examination score (

=0.248

=3.59

0.001)

the course experience (

=0.049

=3.15

=0.002) and course assessment (

=0.048

=3.18

=0.002).

Conclusion

Flipped classroom teaching can promote the improvement of the self-directed learning ability of medical students. In converse

the students with higher self-directed learning ability might achieve higher examination score and get the better course experience and assessment.

关键词

医学生自主学习能力测评量表自主学习神经生物学课程体验课程评价

Keywords

Medical Students' Autonomous Learning Ability Assessment Scale (MSALAAS)Self-directed learningNeurobiologyCourse experienceCourse assessment

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