【摘要】 目的 探究基于以问题为中心的翻转课堂教学模式在心血管内科临床实习教学中的应用效果,为提高教学质量提供依据。方法 选取2020年9月1日-2021年2月26日在某院进行心血管内科学见习的某大学2017级5年制临床医学专业80名学生为研究对象，将其随机分为对照组和实验组各40名。对照组采用传统教学模式，实验组采用PBL联合翻转课堂的教学模式，比较2组实习考核成绩和学生对教学方法的满意度。结果 实验组学生的病史采集成绩(31.48±3.31)分和理论考试成绩(30.65±2.30)分均高于对照组的(28.65±2.51)分和(29.25±2.33)分，差异有统计学意义(P<0.05)，而体格检查2组无统计学差异(P>0.05)。实验组的教学方法满意度92.5%显著高于对照组的75.0%，差异有统计学意义(P<0.05)。结论 与传统教学方法相比，基于PBL的翻转课堂教学模式在心血管内科实习教学中能够提高学生的病史采集成绩和理论考试成绩，提升学生的课堂满意度。更多还原

【Abstract】 Objectives This study aims to investigate the application effect of flip classroom teaching mode based on problem-based learning(PBL) in the practice of cardiology medicine, in order to provide evidence for improving teaching quality. Methods A total of 80 students from the five-year curriculum of clinical medicine in a university in grade 2017 who were trained in Cardiology Medicine at a Medical University from September 1, 2020 to February 26, 2021 were selected as research targets. They were randomly divided into a control group and an experimental group with 40 in each. The control group used the traditional teaching mode, and the experimental group adopted the flip classroom teaching mode based on PBL. The test scores and students’ satisfactory rates towards the teaching modes were compared between two groups. Results The scores of medical history collection(31.48±3.31) and theoretical test scores(30.65±2.30) of the students in the experimental group were significantly higher than the control group(28.65±2.51) and(29.25±2.33), and the differences were statistically significant(P<0.05),while there was no statistically significant difference between the two groups in physical exam scores(P>0.05).The teaching method satisfaction of the experimental group was 92.5%, which was significantly higher than that of the control group, 75.0%. Conclusions In comparison with the traditional teaching methods, the flipped classroom teaching mode based on PBL can improve students’ medical history collection scores and theoretical test scores and enhance teaching satisfaction.更多还原