翻转课堂结合TBL教学模式在临床专业本科生《医学影像学》见习教学中的应用

Application of Flipped Classroom Combined with Team-Based Learning in Teaching Medical Imaging for Clinical Undergraduates

摘要: 目的：探讨翻转课堂结合TBL教学模式在临床专业本科生《医学影像学》见习教学中的应用效果。方法：选取广西医科大学2016级临床医学专业学生29人，分别以传统教学模式及翻转课堂结合TBL教学模式进行《胸部常见疾病影像表现》及《腹部常见疾病影像表现》章节的授课，通过调查问卷及考核成绩对两种教学模式的教学效果进行评价。结果：翻转课堂结合TBL教学模式对提高学生自主学习能力、学习积极性、独立思考能力、协作沟通能力、表达能力以及临床问题解决能力的作用的评分均高于传统教学模式(P < 0.05)，但学生对两种教学模式的喜欢度、提高掌握学习内容能力的评分无明显差异(P > 0.05)。两种教学模式的考核成绩无明显差异(P > 0.05)。结论：在临床专业本科生《医学影像学》见习课教学中应用翻转课堂结合TBL教学模式可以一定程度上提高教学效果，为临床医学专业《医学影像学》的教学改革带来新的途径。

Abstract: Objective: To investigate the application effect of flipped classroom combined with team-based learning (TBL) teaching method in the teaching of Medical Imaging for clinical undergraduates. Methods: A total of 29 clinical medicine students of 2016 grade from Guangxi Medical University were enrolled in this study. The chest part of Medical Imaging was taught in traditional teaching mode, and the abdomen part was taught in flipped classroom combined with TBL teaching method. The teaching effects of the two teaching modes were evaluated through the results of written examination and questionnaires. Results: The effect of flipped classroom combined with TBL teaching mode on improving students’ autonomous learning ability, learning enthusiasm, independent thinking ability, cooperative communication ability, expression ability and clinical problem solving ability is higher than that of traditional teaching mode (P < 0.05). However, there was no significant difference in students’ liking of the two teaching modes and their ability to improve their mastery of learning content (P > 0.05). There was no significant difference between the two teaching modes (P > 0.05). Conclusion: The application of flipped classroom combined with TBL teaching mode in the probation teaching of Medical Imaging for clinical undergraduates can improve the teaching effect to a certain extent, and bring a new way for the teaching reform of Medical Imaging for clinical undergraduates.