CBL结合翻转课堂在耳鼻咽喉科学留学生理论教学中的应用研究

A Study on the Application of CBL Combined with Flipped Classroom in Theoretical Teaching for International Students of Otorhinolaryngology

摘要: 目的：探讨CBL (Case-Based Learning)结合翻转课堂的教学模式在耳鼻咽喉科留学生理论授课中的应用价值。方法：选取西南医科大学2个耳鼻咽喉专业留学生班级，每班各30人，随机划分成试验组与对照组；对照组采用传统LBL (Lecture-Based Learning)多媒体全英文授课模式，试验组实施CBL联合翻转课堂教学方案；两组师资、教材、课时、教学大纲等基础教学条件完全统一。课程结束后通过闭卷理论笔试、课堂综合能力评分、学生匿名教学满意度问卷三类方式综合评价教学成效，组间数据采用统计学对比分析。结果：试验组留学生理论考核、课堂综合表现、教学满意度问卷各项评分均显著优于对照组，差异具有统计学意义(p < 0.05)。结论：将CBL与翻转课堂两组教学方法融合应用于耳鼻咽喉科的留学生理论教学阶段，能够调动学生自主学习积极性，打通理论知识与临床病例的关联，锻炼留学生临床诊疗思维与综合交流能力。该模式在特定情境下显示出潜力，值得在更广泛的范围内进行进一步验证。

Abstract: Objective: To explore the application value of the teaching model that Case-Based Learning (CBL) with integrates flipped classroom in theoretical lectures for international students majoring in otorhinolaryngology. Methods: Two classes of international students majoring in otorhinolaryngology from Southwest Medical University, with 30 students in each class, were randomly divided into an experimental group and a control group. The control group received traditional Lecture-Based Learning (LBL) courses using multimedia in full English, whereas the experimental group was taught with the combined scheme of CBL and flipped classroom. All basic teaching conditions including faculty, teaching materials, class hours and teaching syllabus were identical for both groups. Upon completion of the course, teaching outcomes were evaluated comprehensively by three approaches: closed-book theoretical written test, scoring of comprehensive classroom performance, and anonymous questionnaires on teaching satisfaction. Statistical analysis was conducted to compare the data between the two groups. Results: Compared with the control group, students in the experimental group achieved markedly better scores in all question items of the theoretical examination, comprehensive classroom performance (learning initiative, verbal communication, critical thinking and teamwork), and every index in the satisfaction questionnaire, and the differences were statistically significant (p < 0.05). Conclusion: The combined use of CBL and flipped classroom in the theoretical teaching phase of otorhinolaryngology for international students can effectively stimulate their initiative in autonomous learning, build connections between theoretical knowledge and clinical cases, and cultivate their clinical diagnostic thinking and overall communicative competence. This model has shown promise in specific contexts and warrants further validation on a broader scale.