基于有限元分析技术的翻转课堂在中医临床实习教学中的应用研究

于长岁; 朱立国; 张清; 龚道雄; 李俊杰; 张新岳; 鄢红春

doi:10.3760/cma.j.cn116021-20250611-02261

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基于有限元分析技术的翻转课堂在中医临床实习教学中的应用研究

教学改革 | 更新时间：2026-06-17

- 基于有限元分析技术的翻转课堂在中医临床实习教学中的应用研究
- Research on the application of flipped classroom based on finite element analysis technology in clinical internship teaching of traditional Chinese medicine
- 中华医学教育探索杂志 2026年25卷第5期页码：588-595
- 作者机构：
  
  1.中国中医科学院望京医院脊柱二科，北京 100102
  2.中国中医科学院望京医院教育处，北京 100102
  3.北京工业大学信息学部，北京 100124
  4.首都医科大学电力教学医院中医骨伤科，北京 100071
  5.首都医科大学电力教学医院科教科，北京 100071
- 作者简介：
  
  鄢红春，Email：dljxyyyhc@163.com
- 基金信息：
  
  首都医科大学教育教学改革研究课题(2023JYY484)
- DOI：10.3760/cma.j.cn116021-20250611-02261
  中图分类号： R-05
- 收稿：2025-06-11，
  
  纸质出版：2026-05-20
- 稿件说明：
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于长岁, 朱立国, 张清, 等. 基于有限元分析技术的翻转课堂在中医临床实习教学中的应用研究[J]. 中华医学教育探索杂志, 2026, 25(5): 588-595.

Yu Changsui, Zhu Liguo, Zhang Qing, et al. Research on the application of flipped classroom based on finite element analysis technology in clinical internship teaching of traditional Chinese medicine[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 588-595.
于长岁, 朱立国, 张清, 等. 基于有限元分析技术的翻转课堂在中医临床实习教学中的应用研究[J]. 中华医学教育探索杂志, 2026, 25(5): 588-595. DOI： 10.3760/cma.j.cn116021-20250611-02261.

Yu Changsui, Zhu Liguo, Zhang Qing, et al. Research on the application of flipped classroom based on finite element analysis technology in clinical internship teaching of traditional Chinese medicine[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 588-595. DOI： 10.3760/cma.j.cn116021-20250611-02261.

摘要

目的

探讨基于有限元分析技术的翻转课堂教学在中医临床实习教学中的应用效果。

方法

选取2023年1月至2024年12月在首都医科大学电力教学医院实习的60名2022级五年制临床医学（院前急救方向）专业学生作为研究对象，采用随机数字表法分为对照组和观察组，每组30人。对照组采用传统“理论授课-临床观摩”教学，观察组采用基于有限元分析技术的翻转课堂教学。教学结束后，比较2组学生的中医理论与实操考核成绩、学习自主性评分及教育环境感知评分。采用SPSS 27.0统计软件进行独立样本

检验；对学习自主性总分及各维度得分进行2（时间）×2（分组）的重复测量方差分析。

结果

教学后，观察组中医理论考核总分（79.84±6.23）高于对照组（73.25±5.87），差异有统计学意义（

=4.33，

0.001），中医实操考核总分（76.95±4.35）高于对照组（70.82±4.07），差异有统计学意义（

=5.68，

0.001）。学习自主性总分观察组为（208.63±26.85）分，高于对照组的（192.73±25.14）分，其中自我调控维度（73.85±13.92 vs. 66.47±12.84）和学习策略维度（50.97±6.74 vs. 47.15±6.82）差异均具有统计学意义。教育环境评估方面，观察组DREEM总分高于对照组，其中对教师的知觉（36.95±2.41 vs. 34.20±2.30）和对学习的知觉（35.41±2.70 vs. 32.35±2.81）维度评分差异最为显著。

结论

基于有限元分析技术的翻转课堂教学可显著提升中医实习生的理论水平与临床操作能力，增强其学习自主性，并改善其对教育环境的感知，是一种值得推广应用的中医临床教学方式。

Abstract

Objective

To explore the application effectiveness of flipped classroom teaching based on finite element analysis technology in clinical practice teaching of traditional Chinese medicine.

Methods

Sixty students enrolled in 2022 in the five-year clinical medicine program (pre-hospital emergency direction) who interned at the Capital Medical University Electric Power Teaching Hospital from January 2023 to December 2024 were selected as research subjects. They were divided into an observation group and a control group using a random number table method

with 30 students in each

group. The control group received traditional theory lecture-clinical observation teaching

while the observation group received flipped classroom teaching based on finite element analysis technology. After teaching

the two groups were compared for traditional Chinese medicine theory and practical operation assessment scores

learning autonomy scores

and educational environment perception scores. Independent samples

-tests were performed using SPSS 27.0 statistical software. A 2 (time)×2 (group) repeated measures analysis of variance was performed on the learning autonomy total score and dimension scores.

Results

After teaching

the traditional Chinese medicine theory assessment total score of the observation group was significantly higher than that of the control group (79.84±6.23 vs. 73.25±5.87

=4.33

0.001). The traditional Chinese medicine practical operation assessment total score was also higher than the control group (76.95±4.35 vs. 70.82±4.07

=5.68

0.001). The learning autonomy total score of the observation group was 208.63±26.85

which was higher than that of the control group (192.73±25.14); there were significant differences in the self-regulation dimension (73.85±13.92 vs. 66.47±12.84) and learning strategy dimension (50.97±6.74 vs. 47.15±6.82). For educational environment assessment

the total DREEM score of the observation group was higher than that of the control group

with the most significant differences in the teacher perception dimension (36.95±2.41 vs. 34.20±2.30) and learning perception dimension (35.41±2.70 vs. 32.35±2.81).

Conclusions

Flipped classroom teaching based on finite element analysis technology can significantly enhance the theoretical level and clinical operation ability of traditional Chinese medicine interns

strengthen their learning autonomy

and improve their perception of the educational environment. It is a traditional Chinese medicine clinical teaching method worth promoting.

关键词

Keywords

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