CBL联合翻转课堂在整合课程《诊疗基础》实验诊断学教学中的应用

周磊; 曹薇薇; 郝晓燕; 李蕊; 王艺; 黄亚渝; 刘家云

doi:10.3760/cma.j.cn116021-20220711-01380

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CBL联合翻转课堂在整合课程《诊疗基础》实验诊断学教学中的应用

教学改革 | 更新时间：2023-09-01

- CBL联合翻转课堂在整合课程《诊疗基础》实验诊断学教学中的应用
- Application of case-based learning combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals
- 中华医学教育探索杂志 2023年22卷第8期页码：1179-1182
- 作者机构：
  
  1.空军军医大学第一附属医院（西京医院）检验科/实验诊断学教研室，西安　710032
  2.空军军医大学第一附属医院（西京医院）内科教研室，西安　710032
  3.空军军医大学第一附属医院（西京医院）诊疗基础教学组，西安　710032
- 作者简介：
  
  刘家云，Email：1187871836@qq.com
- 基金信息：
  
  陕西高等教育教学改革研究项目(19BG037)
- DOI：10.3760/cma.j.cn116021-20220711-01380
  中图分类号： R446
- 纸质出版日期：2023-08-20，
  
  收稿日期：2022-07-11，
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周磊, 曹薇薇, 郝晓燕, 等. CBL联合翻转课堂在整合课程《诊疗基础》实验诊断学教学中的应用[J]. 中华医学教育探索杂志, 2023, 22(8): 1179-1182.

Zhou Lei, Cao Weiwei, Hao Xiaoyan, et al. Application of case-based learning combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals[J]. Chinese Journal of Medical Education Research, 2023,22(8):1179-1182.
周磊, 曹薇薇, 郝晓燕, 等. CBL联合翻转课堂在整合课程《诊疗基础》实验诊断学教学中的应用[J]. 中华医学教育探索杂志, 2023, 22(8): 1179-1182. DOI： 10.3760/cma.j.cn116021-20220711-01380.

Zhou Lei, Cao Weiwei, Hao Xiaoyan, et al. Application of case-based learning combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals[J]. Chinese Journal of Medical Education Research, 2023,22(8):1179-1182. DOI： 10.3760/cma.j.cn116021-20220711-01380.

摘要

目的

分析案例教学（case-based learning，CBL）联合翻转课堂在整合课程《诊疗基础》实验诊断学教学中的应用效果。

方法

随机整群抽取空军军医大学口腔医学专业2019级口腔八年制观察组和2020级口腔五年制对照组两个班学生作为研究对象。观察组24人采用CBL联合翻转课堂教学；对照组37人采用传统授课。比较两组教学后的理论考核成绩、随堂考核成绩、综合能力、自主学习能力及教学满意度。采用SPSS 22.0进行

检验。

结果

观察组学生理论考核成绩[（74.88±3.46）vs. （71.89±4.45）]高于对照组，差异有统计学意义（

0.05）。观察组学生实践技能考核各项评分均优于对照组，差异有统计学意义（

0.05）。观察组学生综合能力、自主学习能力评分均优于对照组，差异有统计学意义（

0.05）。观察组学生教学满意度各项评分均优于对照组，差异有统计学意义（

0.05）。

结论

CBL联合翻转课堂应用于整合课程《诊疗基础》实验诊断学教学中，可提高学生理论知识和实践技能，提高其综合素养和教学满意度，具有推广价值。

Abstract

Objective

To investigate the application effect of case-based learning (CBL) combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of

Diagnosis and Treatment Fundamentals

Methods

The cluster random sampling method was used to select the class of 2019 in the eight-year program and the class of 2020 in the five-year program

with the major of stomatology in Air Force Medical University. The 24 students in the observation group received CBL combined flipped classroom

and the 37 students in the control group received traditional teaching. The two groups were compared in terms of theoretical assessment score

classroom assessment score

comprehensive ability

self-learning ability

and degree of satisfaction with teaching. SPSS 22.0 was used for the

-test.

Results

The observation group had a significantly higher theoretical assessment score than the control group [(74.88±3.46) vs. (71.89±4.45)

0.05]. The observation group had significantly better scores of practical skill assessment than the control group (

0.05). Compared with the control group

the observation group had significantly better scores of comprehensive ability and self-learning ability (

0.05). The observation group had significantly better scores of satisfaction with teaching than the control group (

0.05).

Conclusion

The application of CBL combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of

Diagnosis and Treatment Fundamentals

can improve theoretical knowledge

practical skills

comprehensive quality

and satisfaction with teaching among students

and therefore

it holds promise for application in teaching.

关键词

案例教学翻转课堂教学《诊疗基础》实验诊断学教学效果

Keywords

Case-based learningFlipped classroom teachingDiagnosis and Treatment FundamentalsExperimental diagnosticsTeaching effect

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