医药教育革新：文献计量学视角下的微课与翻转课堂融合趋势分析

Innovations in Medical Education: An Analysis of the Integration Trend of Micro-Lectures and Flipped Classrooms from a Bibliometric Perspective

摘要: 目的：本研究旨在通过文献计量学方法，系统性地分析中国医药教育领域内“微课 + 翻转课堂”的研究现状、热点与趋势，为教育决策者和研究者提供参考。方法：本研究采用Bibliometrix工具，对近10年中国知网、万方和维普数据库中的907篇文献进行了发文量统计、期刊分布分析、关键词共现网络构建以及主题演化路径的追踪。结果：2014至2019年间，该领域研究迅速发展，并于2019年达到顶峰；此后研究数量逐年下降，这可能表明该领域正逐渐趋向成熟。核心关键词“微课”和“翻转课堂”与教学改革、教学质量、教学效果等主题紧密相关。在此基础上，进一步的分析揭示了显著的学科差异化应用特征：基础医学侧重于抽象机制的“可视化”与理论内化，临床医学聚焦于“临床思维”培养与病例决策，而护理与技能实训则关注“标准化操作”的示范与演练。主题演化图展示了“微课 + 翻转课堂”研究从理论到实践再到成熟应用的四个发展阶段，反映了该领域研究内容的深化和实践应用的实质性进展。结论：对“微课 + 翻转课堂”的文献计量分析为教育领域的决策者及研究人员全面洞察该领域的研究现状、精准捕捉前沿进展提供了坚实的支撑，提示教育管理者将投入重点转向实证效果评价与跨技术融合创新，一线教师应从微课开发转向高阶课堂互动设计，以适应不同医学子学科的教学需求。

Abstract: Objective: This study aims to systematically analyse the research status, hotspots, and trends of the “micro-lecture + flipped classroom” approach in the field of medical education in China using bibliometric methods, providing references for educational policymakers and researchers. Methods: Employing the Bibliometrix tool, this study conducted a quantitative analysis of 907 articles published in the past decade, sourced from CNKI, Wanfang Data, and VIP Database. This included an examination of publication volume, journal distribution, keyword co-occurrence network construction, and tracking of thematic evolution pathways. Results: Research in this field rapidly developed between 2014 and 2019, peaking in 2019; subsequently, the number of studies has declined annually, potentially indicating a maturing trend. The core keywords “micro-lecture” and “flipped classroom” are closely associated with themes such as educational reform, teaching quality, and teaching effectiveness. Furthermore, analysis reveals distinct application characteristics across disciplines: Basic Medical Sciences focus on the “visualization” of abstract mechanisms and theory internalization; Clinical Medicine centers on the cultivation of “clinical reasoning” and case decision-making; while Nursing and Skills Training emphasize the demonstration and practice of “standardized operations.” The thematic evolution map illustrates four developmental stages of “micro-lecture + flipped classroom” research, progressing from theory to practice and then to mature application, reflecting the deepening of research content and substantial progress in practical applications within this domain. Conclusion: The bibliometric analysis of “micro-lectures combined with flipped classrooms” provides a solid foundation for policymakers and researchers in the field of education to gain comprehensive insights into the current research status and accurately grasp the forefront developments. The findings suggest that educational policymakers should shift their investment focus towards empirical effectiveness evaluation and cross-technology integration. Front-line teachers should transition from micro-lecture development to the design of high-order classroom interactions to meet the specific teaching needs of different medical sub-disciplines.