摘要
目的探讨翻转课堂与PBL结合在精神病症状学教学当中的应用效果。方法选取2015年4月—2018年4月精神病学学生共180名,将其随机分为传统教学组与新型教学组,每组90名学生。传统教学组采用传统教学模式进行教学,新型教学组采用翻转课堂与PBL结合教学模式进行教学,观察两组的教学效果。结果新型教学组学生理论考核成绩评分与实践操作评分均要高于传统教学组,两组数据差异有统计学意义(P <0.05)。在学生对教学方式满意度方面调查,新型教学组学生对教学模式满意度要显著高于传统教学组,两组差异有统计学意义(P <0.05)。结论在精神病症状学教学过程当中采用翻转课堂与PBL结合的教学模式,不但能够提高学生对知识的掌握度,还能够促进师生关系,提高学生对教学模式的满意度。
Objective To study flipped classroom combined with PBL teaching in teaching of psychiatric symptomatology. Methods A total of 180 psychiatric students were selected from April 2015 to April 2018. They were randomly divided into the traditional teaching group and the new teaching group, with 90 students in each group. The traditional teaching group was adopted the traditional teaching mode. The new teaching group was adopted the combination teaching mode of fipped classroom and PBL. The teaching efects of the two groups were observed. Results The scores of theoretical examination and practical operation in the new teaching group were higher than those in the traditional teaching group, and the diference between the two groups was statistically signifcant （P 〈 0.05）. In terms of students＇satisfaction with teaching methods, the new teaching group students＇ satisfaction with teaching mode was significantly higher than the traditional teaching group, the diference between the two groups was statistically signifcant （P 〈 0.05）. Conclusion In the teaching process of psychiatric symptoms, adopting the teaching mode of fipped classroom combined with PBL can not only improve students＇mastery of knowledge, but also promote the relationship between teachers and students, and improve students＇ satisfaction with the teaching mode.
作者
阴东亮
YIN Dongliang(Department of Neurology,Ji＇nan Third People＇s Hospital,Ji＇nan Shandong 250132,China)
出处
《中国继续医学教育》
2018年第29期32-34,共3页
China Continuing Medical Education
关键词
翻转课堂
PBL
传统教学
精神病学
教学模式
应用效果
flipped classroom
PBL
traditional teaching
psychiatry
teaching mode
application efect
