【摘要】 目的 探讨基于大型开放式网络课程(MOOC)联合以案例为基础的学习(CBL)的翻转课堂在肾内科临床教学中的应用效果。方法 选取在肾内科轮转的本科生及研究生86名为研究对象，按照随机数字表法分为对照组与研究组，每组43名。对照组采用肾内科常规临床教学，研究组采用基于MOOC联合CBL的翻转课堂教学，教学周期为8周。教学前及教学结束后比较两组知识掌握能力、临床实践能力、自主学习能力，教学结束后比较两组教学满意度。结果 教学结束后，两组知识掌握能力、临床实践能力、自主学习能力各方面分数均高于教学前，且研究组高于对照组(P<0.05)。研究组教学总满意度高于对照组(P<0.05)。结论 基于MOOC联合CBL的翻转课堂能有效提升肾内科学生的知识掌握能力、临床实践能力、自主学习能力及教学满意度。更多还原

【Abstract】 Objective To explore the application effect of the flipped classroom based on massive open online course(MOOC) combined with case-based learning(CBL) in the clinical teaching of nephrology. Methods A total of 86 undergraduate and postgraduate students rotating in the department of nephrology were divided into the control group and the study group using the random number table method, with 43 students in each group. The control group was given routine clinical teaching of the nephrology department, and the study group was given flipped classroom teaching based on MOOC combined with CBL. The teaching period lasted for 8 weeks. The knowledge mastery ability, clinical practice ability and autonomous learning ability of the two groups were compared before and after teaching between the two groups. The teaching satisfaction of the two groups was compared after teaching. Results After teaching, the scores of knowledge mastery ability, clinical practice ability, autonomous learning ability were higher than those before teaching, which were higher in the study group than those in the control group(P<0.05). The overall teaching satisfaction in the study group was higher than that of the control group(P<0.05). Conclusion The flipped classroom based on MOOC combined with CBL can effectively enhance the knowledge mastery ability, clinical practice ability, autonomous learning ability and teaching satisfaction of students in the department of nephrology.更多还原