Design and application of flipped classroom combined with micro-lectures in the teaching of pediatric infectious diseases
10.3760/cma.j.cn116021-20230101-01270
- VernacularTitle:翻转微课在小儿传染病学教学中的设计应用
- Author:
Xiaoru LONG
1
;
Jun XIE
;
Gaihuan ZHENG
;
Zhenzhen ZHANG
;
Hongmei XU
;
Ruiqiu ZHAO
Author Information
1. 重庆医科大学附属儿童医院感染科，重庆 400014
- Keywords:
Pediatric infectious disease;
Flipped classroom;
Micro-lecture;
Undergraduate education;
Independent learning
- From:
Chinese Journal of Medical Education Research
2023;22(5):670-675
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the application effect of flipped classroom combined with micro-lectures in the teaching of pediatric infectious diseases.Methods:A total of 199 five-year students in the class of 2019 from Department of Pediatrics of Chongqing Medical University were divided into 14 groups. Each group selected a micro-lecture theme targeting the key and difficult points of the course and produced an original micro-lecture video through flipped classroom, which was then uploaded to Chaoxing platform for evaluation by teachers and students. At the end of the course, a questionnaire survey was performed to investigate the teaching effect, and final examination score and department examination score during internship were compared between the students in the class of 2019 and those in the class of 2018. SPSS 22.0 was used to perform the t-test, the Wilcoxon rank-sum test, the chi-square test, and the Fisher's exact test. Results:A total of 14 flipped micro-lecture works were completed by the students. The questionnaire survey showed that 98.47% (193/196) of the students thought that this model was helpful to master the key and difficult points; 93.88% (184/196) of the students thought that the flipped micro-lecture works had better originality and quality than reading reports and literature reviews in the past; 94.90% (186/196) of the students were more willing to accept the mode of flipped classroom combined with micro-lectures. Compared with the students in the class of 2018, the students in the class of 2019 had significantly higher final examination score (79.32±7.53 vs. 76.06±12.01, P<0.001), theoretical score of department examination (88.68±4.87 vs. 87.15±4.09, P<0.001), and operation score of department examination (84.93±7.56 vs. 82.08±9.10, P<0.001). Conclusion:Flipped classroom combined with micro-lectures can effectively solve the key and difficult points in the teaching of pediatric infectious diseases, and it can also stimulate the interest in independent learning and help to improve learning performance among students. Therefore, it holds promise for clinical application.
