案例驱动下的泌尿外科翻转课堂住培模式构建与实施

中华养生保健 ›› 2025, Vol. 43 ›› Issue (1): 82-85.

案例驱动下的泌尿外科翻转课堂住培模式构建与实施

李良¹, 都彩菊², 张明月^3,*

1.山东第二医科大学附属医院泌尿外科, 山东潍坊, 261000;
2.山东第二医科大学附属医院住培办, 山东潍坊, 261000;
3.山东第二医科大学附属医院胸外科, 山东潍坊, 261000

出版日期:2025-01-01 发布日期:2025-01-14
通讯作者: ^*张明月,E-mail：wyfyxwkzmy@126.com。
作者简介:李良（1986—）,男,汉族,籍贯：山东省潍坊市,硕士研究生,主治医师,研究方向：泌尿系结石的防治。
基金资助:
潍坊医学院2023年度校级教育教学改革与研究课题（2023YBD027）

Construction and Implementation of Urology Flipped Classroom Resident Training Model Driven by Case Studies

LI Liang¹, DU Cai-ju², ZHANG Ming-yue^3,*

1. Department of Urology, Affiliated Hospital of Shandong Second Medical University, Weifang Shandong 261000, China;
2. Residential Training Office, Affiliated Hospital of Shandong Second Medical University, Weifang Shandong 261000, China;
3. Thoracic Surgery, Affiliated Hospital of Shandong Second Medical University Weifang Shandong 261000, China

Online:2025-01-01 Published:2025-01-14

摘要/Abstract

摘要： 目的探讨将案例教学法与翻转课堂相结合应用于泌尿科住院医师规范化培训（住培）教学的效果。方法选取2022年1月—2023年12月在山东第二医科大学附属医院泌尿外科进行住培的120名住培医师作为研究对象,采用随机数表法分为试验组和对照组,每组60人。试验组采用案例教学法结合翻转课堂模式进行泌尿科住培教学,对照组采用传统的住培教学模式。比较两组住培医师的出科理论考试成绩、临床操作技能考核结果（DOPS评分）以及对教学满意度。结果试验组住培医师的出科理论考试成绩为（87.20±5.80）分,高于对照组的（79.50±7.10）分,差异有统计学意义（P<0.05）。试验组住培医师的DOPS评分为（92.00±4.50）分,高于对照组的（83.60±6.50）分,差异有统计学意义（P<0.05）。试验组对教学的总体满意度高于对照组,差异有统计学意义（P<0.05）。结论将案例教学法与翻转课堂相结合应用于泌尿科住培教学,可以提高住培医师的理论知识水平和临床操作技能,提升其学习兴趣和满意度。

关键词: 案例教学法, 翻转课堂, 泌尿外科, 住院医师规范化培训, 效果评价

Abstract: Objective To explore the effect of applying case-based teaching method combined with flipped classroom in the standardized training of urology residents. Methods A total of 120 urology residents who underwent standardized training in the Department of Urology,the Second Affiliated Hospital of Shandong Second Medical University from January 2022 to December 2023 were selected and randomly divided into an experimental group and a control group,with 60 residents in each group.The experimental group adopted case-based teaching method combined with flipped classroom model for urology resident training, while the control group used traditional training methods.Theory test results, clinical operation skills assessment results (DOPS scores) and teaching satisfaction results were compared between the two groups. Results The theoretical examination scores of the experimental group were (87.20±5.80) points, higher than (79.50±7.10) points of the control group,with a statistically significant difference (P<0.05).The DOPS scores of the experimental group were (92.00±4.50) points, higher than (83.60±6.50) points of the control group, with a statistically significant difference (P<0.05).The overall satisfaction of the experimental group than the control group was statistically significant (P<0.05). Conclusion Applying case-based teaching method combined with flipped classroom in the standardized training of urology residents can significantly improve the theoretical knowledge and clinical operation skills of residents, enhance their learning interest and satisfaction.

Key words: case-based teaching method, flipped classroom, urology, standardized resident training, effect evaluation

中图分类号:

G424

李良, 都彩菊, 张明月. 案例驱动下的泌尿外科翻转课堂住培模式构建与实施[J]. 中华养生保健, 2025, 43(1): 82-85.

LI Liang, DU Cai-ju, ZHANG Ming-yue. Construction and Implementation of Urology Flipped Classroom Resident Training Model Driven by Case Studies[J]. ZHONGHUA YANGSHENG BAOJIAN, 2025, 43(1): 82-85.

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