【摘要】 目的探讨翻转课堂联合微课在麻醉科临床实习医生超声引导下臂丛神经阻滞临床教学中的应用效果。方法选取我2016年7月—2018年7月麻醉科实习医师共40名作为研究对象,将其随机分为两组,每组各20人。A组为对照组,实施传统教学模式;B组为观察组,实施翻转课堂联合微课教学模式。通过理论考试、操作考试和调查问卷对两组学生教学效果进行评价。结果对照组与观察组理论考试成绩的基础理论分数比较,差异无统计学意义(P> 0.05);对照组与观察组的病例分析和论述分数分别(40.9±6.7)分和(47.3±5.2)分,总成绩分别为(82.8±8.4)分和(94.7±5.5)分,观察组的病例分析和论述分数与总成绩高于对照组,差异具有统计学意义(P <0.05);对照组与观察组的操作技能得分分别为(83.5±5.7)分和(94.3±4.9)分,麻醉效果优良率为70%和95%,组间各数据比较,差异具有统计学意义(P <0.05);观察组学生的学习兴趣、学习能力、沟通和协作能力方面优于对照组,两组比较,差异具有统计学意义(P <0.05),对照组与观察组实习学生对教学的满意率为60%和100%,差异具有统计学意义(P <0.05)。结论翻转课堂联合微课在麻醉科超声引导下臂丛神经阻滞临床教学中激发了学生对学习的兴趣和自主性,提高了学生对知识内化的能力,教学成效显著。更多还原

【Abstract】 Objective To investigate the effect of the flipped classroom combined with micro-lecture in ultrasound guided nerve block of clinical anesthesia teaching. Methods 40 interns in anesthesiology from July 2016 to July 2018 were selected as subjects. They were randomly divided into two groups, 20 students in each group. Group A is the control group, which implements the traditional teaching mode. Group B is the observation group, which implements the teaching mode of flipped classroom combined with micro-lesson. Through theoretical examination, operational examination and questionnaire, the teaching effect of the two groups of students was evaluated. Results There was no significant difference in the basic theory scores between the control group and the observation group(P > 0.05). The scores of case analysis and discussion in the control group and the observation group were(40.9±6.7) points and(47.3±5.2) points respectively. The total scores were(82.8±8.4) points and(94.7±5.5) points respectively. The scores and total scores of case analysis and discussion in the observation group were higher than those in the control group, with statistical significance(P < 0.05). The operation skill scores of the control group and the observation group were(83.5±5.7) points and(94.3±4.9)points respectively. The excellent and good rates of anesthesia effect were70% and 95%. There was a significant difference between the two groups(P < 0.05). The learning interest, learning ability, communication and collaboration ability of the students in the observation group were better than those in the control group. The difference between the two groups was statistically significant(P < 0.05). The satisfaction rate of interns in the control group and the observation group was 60% and 100%. The difference was statistically significant(P < 0.05). Conclusion Application of flipped classroom combined with micro-lecture on the clinical anesthesia teaching improved the teaching quality and paper scores, lead to better understanding of knowledge and brought a novel way for anesthesiology teaching reform.更多还原