Application of flipped classroom combined with Mini-CEX teaching for the professional postgraduates integrated with standardized residency training of neurology specialty
10.3760/cma.j.cn116021-20201028-00934
- VernacularTitle:翻转课堂结合Mini-CEX教学在专硕并轨研究生神经内科专业规范化培训中的应用
- Author:
Jichao YUAN
1
;
Jialu HUANG
;
Xi CHEN
;
Hong RAN
;
Linke ZHOU
;
Yuan LI
;
Li GUI
;
Zhenhua ZHOU
Author Information
1. 陆军军医大学西南医院神经内科，重庆 400038
- Keywords:
Flipped classroom;
Mini-clinical evaluation exercise;
Professional postgraduate majoring in clinical medicine;
Standardized residency training
- From:
Chinese Journal of Medical Education Research
2022;21(7):921-924
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the application effects of flipped classroom combined with mini-clinical evaluation exercise (Mini-CEX) evaluation on the cultivation of clinical ability of professional postgraduates majoring in clinical medicine.Methods:A total of 32 trainees, the professional postgraduates majoring in clinical medicine integrated with standardized residency training who rotated in the Department of Neurology, The Southwest Hospital of Army Medical University from January 2019 to January 2020 were selected and divided into control group and the experimental group, with 16 ones in each group. The control group were taught with the traditional standardized residency training program, while the experimental group were assessed by Mini-CEX evaluation once every two weeks combined with flipped classroom in stages on the basis of the control group. At the end of the training, the application effects of these two teaching methods were evaluated by theoretical knowledge and clinical comprehensive ability (including 7 aspects of medical history collection, physical examination, clinical diagnosis, treatment plan, medical ethics, doctor-patient communication and overall evaluation). SPSS 22.0 was used for t test. Results:At the end of the training, the scores of theoretical knowledge in the experimental group were higher than those in the control group [(89.83±3.93) points vs. (85.75±5.34) points], with statistical differences ( P<0.05). For the clinical comprehensive ability, the scores of history collection, physical examination, clinical diagnosis, treatment plan, doctor-patient communication and overall evaluation were higher in the experimental group than in the control group ( P<0.05), except for the medical ethics. Conclusion:The application of flipped classroom combined with Mini-CEX evaluation improves the teaching quality and strengthens the clinical comprehensive ability of students, which is worth promoting in clinical practice.
