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| 中文摘要: |
| 目的 了解翻转课堂教学在泌尿外科理论教学中的应用效果，为改进教学方法提供参考。方法 选择2014级五年制本科临床医学1班和2班，1班设为教改班，2班设为普通班，每班120人，教改班采用翻转课堂教学，普通班采用传统课堂教学。课堂结束后，进行考试测验和调查问卷评价教学效果。采用Ｇraphpad Prism 6.1进行t检验和卡方检验。结果 在章节考试测验中，教改班和普通班的平均成绩分别为（80.78±9.02）分、（75.03±7.98）分，差异有统计学意义（P<0.05）；课堂综合素质得分分别为（82.09±8.89）分、（76.34±6.45）分，差异有统计学意义（P<0.05）；问卷调查显示，学生总体满意度为98.5%，81.67%的学生积极参与学习，91.67%的学生愿意继续参加翻转课堂教学，75.84%的学生认为可提高学习积极性，65%的学生认为可提高自学能力，73.33%的学生认为提高了对学习内容的掌握，84.17%的学生认为加强了师生间、同学间的沟通。结论 翻转课堂在泌尿外科理论教学中的实施效果明显优于传统教学，更容易被学生所接受，值得推广。 |
| 英文摘要: |
| Objective To investigate the effect of flipped classroom model in the theory teaching of urology, and to provide a reference for promoting teaching methods. Methods The clinical medicine classes 1 and 2 of 2014 in the five-year undergraduate program, with 120 students in each class, were enrolled, with class 1 as teaching reform class and class 2 as traditional teaching class. The flipped classroom model was applied in class 1, and the traditional teaching method was applied in class 2. Tests and questionnaires were used at the end of the class to evaluate teaching effect. All the data were analyzed by Graphpad Prism 6.1, t test and Chi-square test were used for stabistical analysis. Results There were significant differences between the teaching reform class and the traditional teaching class in the mean score of chapter test [(80.78±9.02) vs. (75.03±7.98), P <0.05] and the mean score of comprehensive quality [(82.09±8.89) vs. (76.34±6.45), P<0.05]. The questionnaire survey showed an overall degree of satisfaction of 98.5% among students; 81.67% of all students actively participated in learning, 91.67% were willing to participate in the teaching with flipped classroom model, 75.84% thought this model improved learning enthusiasm, 65% thought it improved the ability of self-study, 73.33% thought it improved their understanding of the learning content, and 84.17% thought it strengthened the communication between teachers and students. Conclusion The flipped classroom model has a better effect than the traditional teaching model in the theory teaching of urology and is easily accepted by students. Therefore, it holds promise for clinical application. |
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