| 基金项目:重庆医科大学未来医学青年创新团队支持计划（W0017） |
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| 中文摘要: |
| 目的 探讨翻转课堂联合案例教学法（case-based learning，CBL）在《国际疾病分类》本科教学中的改革实践与教学效果。方法 分别选取重庆医科大学2018级和2019级信息管理与信息系统专业本科生作为对照组和试验组，前者采用以讲义为基础的教学，后者采用翻转课堂联合CBL。教学结束后，通过理论考核、实操技能考核进行学习效果评价。采用R3.6.3进行统计学分析，组间比较计量资料使用t检验或秩和检验（Mann-Whitney U检验），计数资料使用卡方检验。结果 两组学生在年龄、性别分布等一般资料方面差异无统计学意义（t=-1.22，P=0.227；χ2=1.77，P=0.183）。两组理论考核成绩差异无统计学意义[（78.84±8.97）分 vs. （76.01±8.65）分，P=0.140]。试验组ICD编码正确率[（94.34±3.22）% vs.（91.36±2.79）%，P=0.006]、每日人均编码份数[15.41（7.90，40.97） vs. 7.22（2.33，8.83），P=0.006]均优于对照组，试验组实操技能水平更好。结论 翻转课堂联合CBL有利于提高学生动手解决问题的能力，有利于提升教学效果。 |
| 英文摘要: |
| Objective To explore the reform practice and teaching effect of flipped classroom combined with case-based learning (CBL) in the undergraduate teaching of International Classification of Diseases.Methods The undergraduates of Chongqing Medical University majoring in information management and information system from the classes of 2018 and 2019 were selected as the control group and the experimental group, respectively, and the undergraduates in the control group received lecture-based learning, while those in the experimental group received flipped classroom combined with CBL. After teaching, theoretical assessment and practical skill assessment were performed to evaluate learning effect. R3.6.3 was used to perform statistical analyses; the t-test or the rank-sum test (Mann-Whitney U test) was used for comparison of continuous data between groups, and the chi-square test was used for comparison of categorical data.Results There were no significant differences between the two groups in the general information such as age and sex distribution (t=-1.22, P=0.227; χ2=1.77, P=0.183). There was no significant difference in theoretical assessment score between the two groups [(78.84±8.97) vs. (76.01±8.65), P=0.140]. Compared with the control group, the experimental group had significantly better results in the correct rate of ICD coding [(94.34±3.22)% vs. (91.36±2.79)%, P=0.006] and the number of coded copies per person per day [15.41 (7.90, 40.97) vs. 7.22 (2.33, 8.83), P=0.006], as well as a better level of practical skills.Conclusions Flipped classroom combined with CBL can help to enhance the hands-on ability to solve problems among students, thereby improving the overall teaching effect. |
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