王剑英,杜爱玲,何益群,王新友,王静,宋涛,陈雷音,杨世昌.翻转课堂临床带教模式在精神科临床见习教学中的应用[J].四川精神卫生杂志,2021,34(2):168-171.Wang Jianying,Du Ailing,He Yiqun,Wang Xinyou,Wang Jing,Song Tao,Chen Leiyin,Yang Shichang,Application of flipped classroom clinical teaching mode in clinical probation teaching of psychiatry department[J].SICHUAN MENTAL HEALTH,2021,34(2):168-171
翻转课堂临床带教模式在精神科临床见习教学中的应用
Application of flipped classroom clinical teaching mode in clinical probation teaching of psychiatry department
投稿时间:2020-12-11  
DOI:10.11886/scjsws20201211001
中文关键词:  翻转课堂  临床带教模式  精神科  见习教学
英文关键词:Flipped classroom  Clinical teaching mode  Psychiatry  Probation teaching
基金项目:河南省教育科学“十三五”规划一般课题(项目名称:翻转课堂临床带教模式在精神科临床实习中的应用,项目编号:[2019]-JKGHYB-0131);新乡医学院教育教学改革研究项目(项目名称:基于微课的精神科临床护理PBL教学模式的构建,项目编号:2019-XYJG-22);河南省精神心理疾病临床医学研究中心开放课题(项目名称:精神科临床护理PBL教学手册的编制,项目编号:HLLX2019008)
作者单位邮编
王剑英 新乡医学院第二附属医院河南 新乡 453002 453002
杜爱玲 新乡医学院第二附属医院河南 新乡 453002 453002
何益群 新乡医学院第二附属医院河南 新乡 453002 453002
王新友 新乡医学院第二附属医院河南 新乡 453002 453002
王静 新乡医学院第二附属医院河南 新乡 453002 453002
宋涛 新乡医学院第二附属医院河南 新乡 453002 453002
陈雷音 新乡医学院第二附属医院河南 新乡 453002 453002
杨世昌 新乡医学院第二附属医院河南 新乡 453002 453002
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中文摘要:
      目的 探讨翻转课堂临床带教模式在本科精神卫生专业学生临床见习教学中的应用效果,以期拓展精神科临床带教新模式。方法 选取新乡医学院2016级全体本科精神卫生专业学生85人为研究对象,按照随机数字表法分为实验组(n=43)和对照组(n=42),分别采用翻转课堂临床带教模式和传统临床带教进行为期12周的临床见习教学。见习结束时,对两组学生进行精神病症状学理论知识线下考试、精神科临床技能OSCE考核及医患沟通技能评价量表(SEGUE)和医学生临床思维能力量表评定。结果 见习后,实验组的精神病症状学理论知识、精神科临床技能、医患沟通能力及临床思维能力评分均高于对照组,差异均有统计学意义[(33.08±1.72)分vs.(32.06±2.33)分、(51.61±2.12)分vs.(48.32±2.86)分、(18.14±1.98)分vs.(14.62±2.15)分、(91.26±14.13)分vs.(82.40±10.89)分,t=2.307、6.034、3.230、7.846,P<0.05或0.01]。结论 将翻转课堂临床带教模式运用于本科精神卫生专业学生的临床见习教学中,可能有助于提高学生的理论知识水平和临床操作能力,提升医患沟通能力,并对其临床思维能力产生积极影响。
英文摘要:
      Objective To explore the effect of flipped classroom mode in the clinical probation teaching for undergraduate mental health students, so as to expand the new mode of clinical teaching in psychiatry department.Methods A total of 85 undergraduate psychiatric students from Xinxiang Medical University in 2016 were selected. All participants were divided into experimental group (n=43) and control group (n=42) according to the random number table method. The flipped classroom clinical teaching mode was adopted to experimental group, and the traditional practice mode for control group. The probation lasted for 12 weeks. Theoretical knowledge of symptomology, psychiatric clinical skills (OSCE), doctor-patient communication ability(SEGUE) and clinical thinking ability were assessed at the end of probation.Results After the probation, students in experimental group obtained higher scores in theoretical knowledge, clinical skills, doctor-patient communication ability and clinical thinking ability compared with control group. The differences were statistically significant [(33.08±1.72) vs. (32.06±2.33), (51.61±2.12) vs. (48.32±2.86), (18.14±1.98) vs. (14.62±2.15), (91.26±14.13) vs. (82.40±10.89), t=2.307, 6.034, 3.230, 7.846, P<0.05 or 0.01].Conclusion Applying the flipped classroom mode into the clinical probation teaching for mental health undergraduate students may help to improve students' theoretical knowledge level and clinical operation ability, faciliate doctor-patient communication, and have a positive impact on their clinical thinking ability.
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