首页|"五生三项"翻转教学模式在临床基础检验学中的应用

"五生三项"翻转教学模式在临床基础检验学中的应用

Application of Flipped Teaching Mode Based on"Three Projects for Five Students"in Clinical Basic Laboratory Science

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目的 探讨在临床基础检验学教学中应用基于"五生三项"的翻转教学模式的效果.方法 选择 2020 年 9-2021 年 12 月接受重庆医科大学临床基础检验学教学的在校本科生作为研究对象,共 207 名.以重庆医科大学2019 级检验本科专业 105 名学生为试验组,以 2018 级检验本科专业的 102 名学生作为对照组.对照组采用传统教学模式,试验组采用基于"五生三项"的翻转教学模式.从考核成绩、调查问卷结果、教学满意度3 个方面评价 2 种教学模式的教学效果.结果 试验组学生的期末总评、实验操作、形态考核成绩均高于对照组,差异有统计学意义(P＜0.001).试验组学生的学习兴趣、自主学习能力、掌握操作中的重点、难点、分析与解决实际问题能力、团队协作能力评分均高于对照组,差异有统计学意义(P＜0.001).试验组学生对教学模式满意度为 90.48%,高于对照组的72.55%,差异有统计学意义(P＜0.001).结论 临床基础检验学教学应用基于"五生三项"的翻转教学模式的效果较好,有利于培养学生的综合能力,教学满意度高.
Objective To explore the effect of flipped teaching model based on"three projects for five students"in the teaching of clinical basic laboratory science science.Methods A total of 207 undergraduates who received clinical basic laboratory science teaching from Chongqing Medical University from September 2020 to December 2021 were selected as the research objects.A total of 105 students majoring in laboratory science from Chongqing Medical University in 2019 were selected as the experimental group,and 102 students majoring in laboratory science in 2018 were selected as the control group.The traditional teaching mode was adopted by the control group,while the flipped teaching mode based on"three projects for five students"was employed by the experimental group.The teaching effect of the two teaching modes was evaluated from three aspects:examination results,questionnaire results and teaching satisfaction.Results The final evaluation,experimental operation and morphological examination scores of the experimental group were significantly higher than those of the control group,the difference was statistically significant(P<0.001).The scores of learning interest,independent learning ability,mastering key and difficult points in operation,ability to analyze and solve practical problems,and teamwork ability of the experimental group were significantly higher than those of the control group,the difference was statistically significant(P<0.001).The satisfaction rate of the experimental group was 90.48%,which was significantly higher than 72.55%of the control group,the difference was statistically significant(P<0.001).Conclusion The flipped teaching mode based on"three projects for five students"has a good effect in the teaching of clinical basic laboratory science,which is conducive to cultivating students'comprehensive abilities,and has high teaching satisfaction.

clinical basic laboratory technologygroup cooperationthree projects for five studentsflipped classroomexamination resultteaching satisfaction

欧俐苹、胥文春、胡晶、施琼、唐敏

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重庆医科大学检验医学院实验诊断学教研室,重庆 400016

临床基础检验学技术 小组合作 五生三项 翻转课堂 考核成绩 教学满意度

教育部产学合作协同育人项目重庆市教育科学规划课题立项项目(十三五)(2020)重庆医科大学教育教学研究项目

2209048440529422020-GX-27020220307

2024

10.3969/j.issn.1674-9308.2024.07.007

中国继续医学教育

中国继续医学教育

影响因子：2.564
ISSN：1674-9308
年,卷(期)：2024.16(7)
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