Application of the flipped classroom based on micro-class in animal surgery teaching: An case study of debridement course

中华医学教育探索杂志 Pub Date : 2019-11-20 DOI:10.3760/CMA.J.ISSN.2095-1485.2019.11.010

Ximing Xu, Kaiqiang Sun, Yao Zhang, Jian-gang Shi

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Abstract

Objective To investigate the application of the flipped classroom based on micro-class versus traditional class in animal surgery teaching, and to provide new thinkings for animal surgery teaching. Methods A total of 120 undergraduates from Navy Medical University were randomly divided into control group (class A) and experimental group (class B). The students in class A received traditional teaching, and those in class B received flipped classroom teaching. Questionnaire survey and course assessment were performed after teaching, and a comparative analysis was also performed. Results The self-assessment survey showed that 88.3%, 73.3%, 71.6%, 48.3%, and 73.3% of the students in class A (traditional teaching) filled in the questionnaire with "Very Helpful and Helpful", while 91.7%, 85.0%, 83.3%, 78.3%, and 75.0% of the students in class B (flipped classroom teaching) filled in with "Very Helpful and Helpful"; class B gave better overall evaluation of teaching model than that of class A. The mean total score of class B was 0.91, higher than that of class A (8.43 vs. 7.52, P<0.05), and the mean total score of examination papers in class B was 10.92, higher than that in class A (101.13 vs. 90.21, P<0.05). Conclusion Flipped classroom based on micro-class could improve the teaching effect of debridement course on animal surgery and increase students' self-learning ability. Key words: Micro-class; Flipped classroom; Animal surgery; Debridement

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微型课堂翻转课堂在动物外科教学中的应用——以清创术课程为例

目的探讨基于微型课堂的翻转课堂与传统课堂在动物外科教学中的应用，为动物外科教学提供新的思路。方法将120名海军医科大学本科生随机分为对照组（A类）和实验组（B类）。A班的学生接受传统教学，B班的学生则接受翻转课堂教学。教学结束后进行问卷调查和课程评估，并进行比较分析。结果自评调查显示，A班（传统教学）88.3%、73.3%、71.6%、48.3%和73.3%的学生在问卷中填写了“非常乐于助人”，而B班（翻转课堂教学）91.7%、85.0%、83.3%、78.3%和75.0%的学生在调查问卷中填写“非常乐于帮助人”；B班对教学模式的总体评价优于A班。B班的平均总分为0.91，高于A班（8.43对7.52，P<0.05），B班的试卷平均总分为10.92，结论以微型课堂为基础的翻转课堂可以提高动物外科清创课程的教学效果，提高学生的自主学习能力。关键词：微型课堂；翻转教室；动物外科；清创

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中华医学教育探索杂志

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