任翠 袁慧书 郎宁

[摘要] 目的 探讨基于微课的翻转课堂教学模式在医学影像诊断学中的应用效果。 方法 2016年5～6月选取北京大学第三医院2012级临床八年制学生50名，将其随机分成实验组和对照组，各25名。实验组采用微课+翻转课堂的混合教学方式，对照组采用传统教学方式，进行10个学时的中枢神经系统影像诊断教学。课后采用问卷调查两组学生对当前实施教学模式的评价，同时比较两组学生中枢神经系统读片的考试成绩。 结果 通过基于微课的翻转课堂教学，学生的自学能力、沟通能力、知识掌握及运用能力、读片能力得到提高。此外，实验组平均考试成绩为（87.84±0.93）分，显著高于传统教学组[（79.88±2.71）分]（P < 0.05）。 结论 基于微课的翻转课堂教学是一种科学有效的教学模式，可以提高影像诊断学的教学效果。

[关键词] 微课；翻转课堂；影像诊断学

[中图分类号] R445 [文献标识码] A [文章编号] 1673-7210（2018）09（a）-0048-03

[Abstract] Objective To evaluate the application effect of flipped classroom based on micro-lecture in medical radiology teaching. Methods Fifty eight-year medical program students of grade 2012 in Peking University Third Hospital were recruited. The study was carried out from May to June 2016. The students were randomly divided into the experimental group and the control group， with 25 students in each group. The experimental group received the mixed teaching method （micro-lecture and flipped classroom）， while the control group received the traditional teaching method. 10 hours' classes on central nervous system imaging diagnosis were carried out. The students' evaluations of the teaching methods were investigated by questionnaire at the end of the classes. The scores of central nervous system image reading examination between the two groups were compared. Results The self-learning ability， communication ability， knowledge mastery and application ability of the students received flipped teaching method based on micro-lecture were improved. The average test score of the experimental group [（87.84±0.93） points] was significantly higher than the control group [（79.88±2.71） points] （P < 0.05）. Conclusion The flipped classroom based on micro-lecture is a scientific and effective teaching model， which can improve the teaching effect of imaging diagnostics.

[Key words] Micro-lecture； Flipped classroom； Medical imaging diagnostics

影像診断学是具有很强实践性的临床学科，已经成为疾病诊断、治疗、随诊中不可替代的方法之一。学生对该学科的学习效果会影响日后的临床工作，如何完善医学影像诊断学教学，使学生能够更好地掌握医学影像学知识，培养出能够胜任临床工作的医学影像人才，是教育工作者值得关注的问题。

本课程传统的教学模式为授课教师制作幻灯片进行单向授课，在这种灌输式的教学模式中，学生大多数时间处于被动接收知识的状态，无法有效地调动学生学习的积极性，注意力不集中，不能激发学生自主获取知识的潜能，并且可能淹没学生创新思维的能力。同时，这种忽视学生主体作用的教学模式，可能会使医学生对将来的临床实践感到乏味和抵触，难以有效激发学生深入学习和思考的兴趣[1-3]。……