摘要
通过操作技能直接观察评估(DOPS)观察翻转课堂在麻醉专业实习生相关操作技能中的教学效果。自2019—2022年在麻醉科实习的麻醉专业五年制学生56人,根据教学改革方案实施时间划分为两组:采用翻转课堂教学方法为教改组,采用传统教学方法为对照组,每组28人。通过DOPS评分、学生对教学效果的满意度及教学结果评价,观察翻转课堂在气管插管术、硬膜外穿刺置管术中的教学效果。采用SPSS 26.0软件进行统计学处理,两组学生的DOPS评分和满意度均以x±s表示,统计方法采用t检验,p<0.05为差异显著,代表有统计学意义。气管插管术DOPS评分比较:教改组学生(8.32±0.55)分高于对照组学生(5.93±0.60)分,差异显著(t=-15.52,p<0.05);硬膜外穿刺置管术DOPS评分比较,教改组学生(8.29±0.54)分高于对照组学生(6.89±0.57)分,差异显著(t=-9.46,p<0.05)。两组学生在“操作前准备工作”“适应证、相关解剖结构的了解”“操作技能”“适当的安慰”等方面相比较,教改组学生的评分均明显高于对照组(p<0.05)。两组学生对教学效果的满意度比较,教改组学生的评分(9.2±0.5)分显著高于对照组(7.1±0.7)分,差异有统计学意义(p<0.05)。采用翻转课堂可以提高麻醉本科生相关技能操作的教学质量,还可以提高学生的学习兴趣和满意度。
To observe the teaching effect of flipped classroom in relevant operational skills of anesthesia specialty interns through direct observation of procedural skills(DOPS),56 internship students of five-year program in anesthesia working in the Department of Anesthesiology from 2019 to 2022 were divided into 2 groups according to the implementation time of the teaching reform program:28 students in the teaching reform group accepted the flipped classroom teaching method and 28 students in the control group accepted the traditional teaching method.The teaching effect of flipped classroom in tracheal intubation and epidural puncture placement was observed by DOPS score,students’satisfaction level about the teaching effect and evaluation of teaching results.Statistical analyses were implemented with SPSS 26.0 software.The DOPS scores and satisfaction level of students in both groups were presented as(x±s).T-test was performed on the data from the two groups and p<0.05 was considered statistically significant.Comparison of DOPS scores for tracheal intubation:students in the teaching reform group(8.32±0.55)were higher than those in the control group(5.93±0.60),with a significant difference(t=-15.52,p<0.05);comparison of DOPS scores for epidural puncture placement:students in the teaching reform group(8.29±0.54)were higher than those in the control group(6.89±0.57),with a significant dif ference(t=-9.46,p<0.05).Students in the teaching reform group had a significantly better understanding of“preoperative preparation”“indications,relevant anatomical structures”“operative skills”and“appropriate comfort”than those in the control group(p<0.05).When comparing the satisfaction about the teaching effect between the two groups,the ratings from students in the teaching reform group(9.2±0.5 points)were significantly higher than those in the control group(7.1±0.7 points)(p<0.05).The application of flipped classroom improved the teaching quality of relevant skill operations of undergraduate anesthesia student
作者
黄龙
万岩岩
徐梦甜
翟宇佳
HUANG Long;WAN Yan-yan;XU Meng-tian;ZHAI Yu-jia(Surgical Anesthesiology Department,The Third Affiliated Hospital of Shenzhen University(Shenzhen Luohu Hospital Group Luohu People’s Hospital),Shenzhen,Guangdong 518000,China;Science and Education Section,The Third Affiliated Hospital of Shenzhen University(Shenzhen Luohu Hospital Group Luohu People’s Hospital),Shenzhen,Guangdong 518000,China)
出处
《教育教学论坛》
2023年第52期31-35,共5页
Education And Teaching Forum
基金
2020年度广东省医院药学研究基金“艾司氯胺酮对先天性阴道闭锁患者疼痛诱发P2X7介导抗炎机制的研究”(2020XC13)
2022年度深圳大学医学部教学改革研究项目“运用形成性评价提高翻转课堂模式下麻醉教学效果的探索”(XBJG202213)。
关键词
临床操作技能直接观察评估(DOPS)
翻转课堂
麻醉操作技能
direct observation assessment of clinical operation skills(DOPS)
flipped classroom
anesthesia operation skills
