【摘要】 目的 探究基于微课和翻转课堂结合的教学模式在核医学研究生教学中的应用。方法 本次研究的对象为2021年1月—2022年1月参加核医学教育的68名核医学研究生。根据班级划分将所有参与的核医学研究生分为研究组（35名）和对照组（33名），对照组接受传统的核医学教学方式，研究组学生接受微课和翻转课堂结合的教学模式进行核医学学习，所有学生完成核医学教学后，均需要进行临床能力测试（包括理论知识和临床案例分析），通过问卷调查学生接受不同教学模式后对自身的影响以及两组学生对两种教学模式的整体满意度。在研究结束时，采访讲师对微课结合翻转课堂教学模式的看法和评价。结果 在临床能力测试中，研究组理论知识、临床案例分析得分，总分均高于传统组，差异有统计学意义（P <0.05）。研究组自主学习能力、团队合作意识、分析解决问题以及案例分析能力得分均高于照组，差异有统计学意义（P <0.05）。研究组对微课结合翻转课堂教学模式的整体满意度高于对照组，差异有统计学意义（P <0.05）。教师认为教学模式更有利于学生对理论知识和实际应用技能的掌握，提高其学习兴趣，但更强调学生的自主学习能力及自觉性。结论 微课结合翻转课堂教学模式较传统的教学模式更有利于学生对理论知识和实际应用技能的掌握，有利于提高自身的能力。更多还原

【Abstract】 Objective To explore the application of flipped classroom based on the micro-lecture in the teaching of nuclear medicine graduate students. Methods The subjects of this study were 68 nuclear medicine postgraduates who participated in nuclear medicine education from January 2021 to January 2022. According to the class division, all the nuclear medicine postgraduates involved were divided into the research group(35 students) and the control group(33 students). The control group received traditional nuclear medicine teaching methods, and the research group students received flipped classroom based on the micro-lecture for nuclear medicine learning. After the completion of nuclear medicine teaching, all students needed to conduct clinical ability tests(including theoretical knowledge and clinical case analysis).through the questionnaire survey, the students’ influence on themselves after accepting different teaching modes and the overall satisfaction of the two groups of students with the two teaching modes were investigated.At the end of the study, interviewed the lecturer’s views and comments on the teaching model of micro-lecture combined with flipped classroom. Results In the clinical ability test, the scores of theoretical knowledge and clinical case analysis in the research group were higher than those in the traditional group, and the differences were statistically significant(P<0.05). The scores of independent learning ability, teamwork consciousness, problem-solving analysis and case analysis ability of the research group were higher than those of the control group, and the differences were statistically significant(P<0.05). The overall satisfaction rate of the research group was higher than that of the control group, and the difference was statistically significant(P<0.05).Teachers believed that teaching models were more conducive to students’ mastery of theoretical knowledge and practical application skills, enhanced their interest in learning, but emphasized students’ autonomous learning ability and selfawareness. Conclusion Compared with the traditional teaching mode, the micro-lecture combined with flipped classroom teaching mode is more conducive to students’ mastery of theoretical knowledge and practical application skills, and has a greater degree of improvement of their own abilities.更多还原