【摘要】 目的 探讨基于翻转课堂（Flipped classroom,FC）的案例教学法（Case-based learning,CBL）在中医医师规范化培训（以下简称“规培”）中的应用效果。方法 使用随机数字表法将2022年1月—2022年12月在河南省驻马店市中医院进行中医医师规培的86名规培生分为对照组（43名）和观察组（43名）。对照组接受常规中医医师规培，观察组接受应用基于FC的CBL的规培。比较两组规培前后的临床能力、教学效果评价和规培满意度。结果 规培后，两组理论知识、技能操作、病例分析评分均上升，且观察组评分均高于对照组（P<0.05）；观察组对自学、临床思维、团队协作、发现和解决问题4个维度能力提升程度的评价均高于对照组（P<0.05）；观察组规培满意度评分高于对照组（P<0.05）。结论 基于FC的CBL可有效提高规培教学效果和中医规培生的临床能力、培训满意度，具有较高的临床应用价值。更多还原

【Abstract】 Objective To explore the application effect of case-based learning(CBL) based on flipped classroom(FC) in standardized training for residents of traditional Chinese medicine(TCM). Methods Eighty-six standardized training trainees who received standardized training for residents of TCM at Zhumadian Hospital of Traditional Chinese Medicine from January 2022 to December 2022 were divided into a control group(43 trainees) and an observation group(43 trainees) using the random number table method. The control group received conventional standardized training for TCM doctor, while the observation group received standardized training using CBL based on FC. The clinical competence, teaching effect evaluation and training satisfaction of the two groups before and after the training were compared. Results After the standardized training, the scores of theoretical knowledge, skill operation, and case analysis in both groups increased, and the scores of the observation group were higher than those of the control group(P<0.05). The observation group had higher evaluations than the control group in terms of the improvement of abilities in four dimensions: self-study, clinical thinking, teamwork, and discovering and solving problems(P<0.05). The score of training satisfaction in the observation group was higher than that in the control group(P<0.05). Conclusion CBL based on FC can effectively improve the teaching effect of standardized training, as well as the clinical competence and training satisfaction of TCM standardized training trainees, and thus has high clinical application value.更多还原