Application of flipped classroom model from the perspective of POA theory in the training of students during standardized residency training in department of hepatic surgery
10.3760/cma.j.cn116021-20200507-00741
- VernacularTitle:POA理论视角下翻转课堂教学在肝脏外科规培护生培训中的应用
- Author:
Zerong XIE
1
;
Menghang WU
;
Yao WANG
;
Jie ZENG
;
Xiaofang HUANG
Author Information
1. 四川大学华西医院肝脏外科/四川大学华西护理学院，成都 610041
- Keywords:
Production-oriented approach;
Flipped classroom;
Department of hepatic surgery;
Teaching satisfaction;
Autonomous learning ability;
Standardized training
- From:
Chinese Journal of Medical Education Research
2022;21(1):94-99
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application of flipped classroom teaching in the standardized residency training of students in department of hepatic surgery from the perspective of production-oriented approach (POA) theory.Methods:Based on the implementation time of flipped classroom teaching (January 2017) from the perspective of POA theory in West China Hospital, 51 nursing students who were routinely trained in department of hepatic surgery before the implementation (January 2015 to January 2017) were included in the control group. After the implementation (January 2017 to January 2019), 51 nursing students under the residency training were included in the observation group. The changes of test scores, independent learning ability and professional awareness of the two groups of nursing students before and 6 months after the training were compared, and the teaching satisfaction after the training was recorded. SPSS 19.0 was performed for t test and chi-square test. Results:The total scores of the theoretical examination scores of the two groups of nursing students, the total scores of the clinical practice assessment scores, and the self-learning ability assessment scale for nursing college students (learning motivation, self-management ability, learning cooperation ability, information literacy) scores and total scores in each dimension were significantly higher than those before training, and the observation group was significantly higher than the control group ( P<0.05); the two groups of professional maturity scales (career goals, professional self-confidence, professional autonomy, professional value, dependence on relatives and friends, occupation reference) scores of all dimensions were significantly improved compared with those before the training, and the scores of the observation group (career goals, professional self-confidence, professional autonomy, professional value) were significantly higher than those of the control group during the same period ( P<0.05). There was no statistical significance in the comparison between the two groups' dependence on relatives and friends and occupational reference scores ( P>0.05); the teaching satisfaction rate of nursing students in the observation group was 96.08%, which was significantly higher than that of the control group (82.35%). Conclusion:The application of flipped classroom teaching from the perspective of POA theory in the standardized residency training of department of hepatic surgery can significantly improve the autonomous learning ability of nursing students, which is conducive to the improvement of test scores and professional awareness, with high teaching satisfaction.
