Application of flipped classroom clinical teaching mode in clinical probation teaching of psychiatry department
10.11886/scjsws20201211001
- VernacularTitle:翻转课堂临床带教模式在精神科临床见习教学中的应用
- Author:
Jianying WANG
1
;
Ailing DU
1
;
Yiqun HE
1
;
Xinyou WANG
1
;
Jing WANG
1
;
Tao SONG
1
;
Leiyin CHEN
1
;
Shichang YANG
1
Author Information
1. The Second Affiliated Hospital of Xinxiang Medical University, Xinxiang 453002， China
- Publication Type:Journal Article
- Keywords:
Flipped classroom;
Clinical teaching mode;
Psychiatry;
Probation teaching
- From:
Sichuan Mental Health
2021;34(2):168-171
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo explore the effect of flipped classroom mode in the clinical probation teaching for undergraduate mental health students， so as to expand the new mode of clinical teaching in psychiatry department. MethodsA total of 85 undergraduate psychiatric students from Xinxiang Medical University in 2016 were selected. All participants were divided into experimental group （n=43） and control group （n=42） according to the random number table method. The flipped classroom clinical teaching mode was adopted to experimental group， and the traditional practice mode for control group. The probation lasted for 12 weeks. Theoretical knowledge of symptomology， psychiatric clinical skills （OSCE）， doctor-patient communication ability（SEGUE） and clinical thinking ability were assessed at the end of probation. ResultsAfter the probation， students in experimental group obtained higher scores in theoretical knowledge， clinical skills， doctor-patient communication ability and clinical thinking ability compared with control group. The differences were statistically significant ［（33.08±1.72） vs. （32.06±2.33）， （51.61±2.12） vs. （48.32±2.86）， （18.14±1.98） vs. （14.62±2.15）， （91.26±14.13） vs. （82.40±10.89）， t=2.307， 6.034， 3.230， 7.846， P<0.05 or 0.01］. ConclusionApplying the flipped classroom mode into the clinical probation teaching for mental health undergraduate students may help to improve students' theoretical knowledge level and clinical operation ability， faciliate doctor-patient communication， and have a positive impact on their clinical thinking ability.
