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翻转课堂教学在临床医学八年制儿科学见习中的应用及评价
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- 中华医学教育探索杂志 2025年24卷第4期 页码：453-459
- 作者机构：
1.北京大学第一医院儿童医学中心，北京 102627
2.北京大学人民医院儿科，北京 100044
3.北京大学第三医院儿科，北京 100191
4.北京大学基础医学院，北京 100191
- 作者简介：
桑田，Email：sangtian@bjmu.edu.cn
- 基金信息：北京大学医学部教育教学研究立项课题(2022YB50)
DOI：10.3760/cma.j.cn116021-20250219-02026
中图分类号： R-05收稿日期：2025-02-19，
纸质出版日期：2025-04-20
- 稿件说明：
移动端阅览
广诗琦, 桑田, 曾超美, 等. 翻转课堂教学在临床医学八年制儿科学见习中的应用及评价[J]. 中华医学教育探索杂志, 2025, 24(4): 453-459.
广诗琦, 桑田, 曾超美, 等. 翻转课堂教学在临床医学八年制儿科学见习中的应用及评价[J]. 中华医学教育探索杂志, 2025, 24(4): 453-459. DOI： 10.3760/cma.j.cn116021-20250219-02026.
摘要
目的
2
探讨翻转课堂教学法在儿科学见习中的应用及师生评价，为优化临床医学教育策略提供依据。
方法
2
选取北京大学医学部2019级临床医学八年制四年级学生（
n
=174）和授课教师（
n
=42）为研究对象，通过问卷调查结合出科考核成绩对翻转课堂的应用进行评价。使用SPSS 26.0软件进行统计学分析，应用Kruskal-Wallis检验和Dunn多重比较分析翻转课堂各环节的满意度差异；通过卡方检验和Fisher确切概率法检验比较高分组（成绩前30%）与低分组（成绩后30%）的满意度差异。
结果
2
①学生对翻转课堂的总体满意度达91.33%（非常满意+满意）；其中对课前自学视频（80.35%），教师推荐的临床指南（82.80%）和英文文献（71.10%）等环节满意度较高，但对翻转大课授课环节的满意度相对较低（52.60%），与其他教学环节差异具有统计学意义（
P
<
0.05）。②高分组学生对翻
转课堂各环节满意度低于低分组，差异有统计学意义（总体评价：84.61% vs. 98.08%，Fisher确切概率法检验，
P
=0.031；课前视频：53.85% vs. 76.92%，
χ
²=6.12，
P
=0.013；预习作业：61.54% vs. 80.77%，
χ
²=4.68，
P
=0.030；英文文献：53.85% vs. 75.00%，
χ
²=5.80，
P
=0.016；翻转大课：36.54% vs. 59.62%，
χ
²=5.55，
P
=0.019）。③71.68%的学生认为翻转课堂可同时提升2项以上核心能力，包括理论知识学习能力（49.71%）、自主学习能力（35.84%）、临床思维能力（31.21%）、科研能力（25.43%）和语言表达能力（22.54%）等。④教师反馈显示，83.33%的教师认可翻转课堂的教学效果达到或超越传统教学模式，在临床思维（90.48%）、自主学习（85.71%）、理论知识学习（76.19%）和语言表达（76.19%）等能力的培养方面有帮助。⑤影响学生参与翻转课堂的意愿主要与课前学习时间有关（46.51%的学生认为准备课上讨论内容比较耗费精力）；而教师参与意愿则主要取决于翻转课堂的实施效果（42.86%）和教学内容设计（35.71%）。
结论
2
翻转课堂教学在儿科学见习中的应用取得了良好的初期成效，师生总体满意度较高，但在教学环节优化、差异化教学设计及时间成本控制等方面仍需进一步探索与实践。
Abstract
Objective
2
To explore the application of the flipped classroom teaching method in pediatric internship
evaluate the feedback from both students and faculty
and provide evidence for optimizing clinical medical education strategies.
Methods
2
Fourth-year students (
n
=174) enrolled in 2019 in the eight-year clinical medicine program at Peking University Health Science Center and instructors (
n
=42) participated in this study. Questionnaire survey and exit examination scores were used to assess the effectiveness of the flipped classroom method. A statistical analysis was performed using SPSS 26.0. Kruskal-Wallis test and Dunn's multiple comparisons were used to evaluate the differences in satisfaction across teaching components. Chi-square test and Fisher's exact test were applied to compare satisfaction between high-score (top 30%) and low-score (bottom 30%) student groups.
Results
2
①Overall student satisfaction with the flipped classroom reached 91.33% ("very satisfied" + "satisfied"). High satisfaction was reported for pre-class self-learni
ng videos (80.35%)
recommended clinical guidelines (82.80%)
and English literature (71.10%)
while satisfaction with the flipped classroom lectures was comparatively low (52.60%)
with significant differences compared to other components (
P
<
0.05). ②High-score students exhibited significantly lower satisfaction than low-score students across all components (overall evaluation
84.61% vs. 98.08%
Fisher's exact test
P
=0.031; pre-class videos
53.85% vs. 76.92%
χ
²=6.12
P
=0.013; preparatory assignments
61.54% vs. 80.77%
χ
²=4.68
P
=0.030; English literature
53.85% vs. 75.00%
χ²
=5.80
P
=0.016; and flipped class lectures
36.54% vs. 59.62%
χ
²=5.55
P
=0.019). ③Enhanced competency in ≥2 core areas was reported in 71.68% of students
including theoretical knowledge acquisition (49.71%)
self-directed learning (35.84%)
clinical thinking (31.21%)
research capabilities (25.43%)
and communication skills (22.54%). ④Faculty feedback indicated that 83.33% of instructors perceived the flipped classroom as equivalent or superior to traditional teaching
particularly in cultivating clinical thinking (90.48%)
self-directed learning (85.71%)
theoretical knowledge acquisition (76.19%)
and communication skills (76.19%). ⑤Student participation willingness was primarily influenced by pre-class time investment (46.51% reported excessive effort in preparing discussion materials)
while faculty engagement depended on implementation effectiveness (42.86%) and curriculum design (35.71%).
Conclusions
2
The flipped classroom method demonstrated promising initial outcomes in pediatric internship
with high satisfaction among both students and faculty. However
further exploration and practice are required in optimizing teaching components
implementing differentiated instructional strategies
and managing time investment.
关键词
Keywords
references
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