Application Study of PBL Combined With Flipped Classroom in Clinical Practice of Traditional Chinese Medicine Internal Medicine
Objective To evaluate the effectiveness of problem-based learning(PBL)combined with flipped classroom in clinical practice of traditional Chinese medicine internal medicine.Methods A total of 80 students who practiced at the department of general medicine of Beijing Hospital of Traditional Chinese Medicine affiliated to Capital Medical University from February 2021 to February 2023 were selected and randomly divided into the PBL combined with flipped classroom group and the traditional teaching group,40 students in the each group.The traditional teaching group adopted traditional teaching methods.The PBL combined flipped classroom group provided the PBL combined flipped classroom teaching method.The written test scores,student satisfaction questionnaires,and participation ratings of the two groups of students were compared,and the teaching effectiveness of the two teaching methods was evaluated.Results The total score[(88.45±3.93)points]and the case analysis score[(44.93±2.71)points]of the PBL combined flipped classroom group were higher than those of the traditional teaching group[(82.88±5.99)points and(39.73±4.27)points],and the differences were statistically significant(P<0.001).There was no statistically significant difference in the theoretical knowledge scores between the two groups(P>0.05).The satisfaction of 7 dimensions in deepening theoretical knowledge memory(100%),mastering necessary clinical skills(97.5%),enhancing doctor-patient communication ability(97.5%),improving learning ability such as literature review(97.5%),increasing interest in traditional Chinese medicine clinical internships(95.0%),cultivating clinical thinking in traditional Chinese medicine(100%),and being satisfied with teaching methods(100%)of the PBL combined flipped classroom group were higher than those of the traditional teaching group(60.0%,52.5%,65.0%,50.0%,62.5%,75.0%,67.5%),and the differences were statistically significant(P<0.05).In terms of student participation,the pre-class learning and in-class performance scores of students in the PBL combined flipped classroom group were positively correlated with the total score,and the differences were statistically significant(P<0.05).Conclusion The application of PBL combined with flipped classroom in the clinical internship of traditional Chinese medicine internal medicine is effective and can improve the teaching effect with high student satisfaction.
PBLflipped classroomtraditional Chinese medicine internal medicineclinicalinternshippedagogy
万方数据
维普
