Application research of “micro lesson” flipped classroom in urology undergraduate practice teaching
HAN Donghui1 ZHENG Yuhang2 WANG Yuhan2 WEI Ming3 CAO Yuan4▲
1.Department of Urology, the First Affiliated Hospital of Air Force Medical University of Chinese People’s Liberation Army, Shaanxi Province, Xian 710032, China;
2.the First Cadet Brigade of Basic Medical College, Air Force Medical University of Chinese People’s Liberation Army, Shaanxi Province, Xian 710032, China; 3.Department of Urology, the 989th Hospital of Joint Logistics Support Force of Chinese People’sLiberation Army, Henan Province, Luoyang 471032, China; 4.Department of Outpatient, the First Affiliated Hospital of Air Force Medical University of Chinese People’sLiberation Army, Shaanxi Province, Xian 710032, China
Abstract：Objective To explore application effect of “micro lesson” flipped classroom in urology undergraduate practice teaching. Methods One hundred and forty undergraduate interns of clinical medicine major in 2017 from Air Force Medical University of Chinese People’s Liberation Army were selected as the research objects, and they were divided into traditional teaching group and micro-class flipped teaching group according to random number table method, with 70 students in each group. Traditional teaching group used traditional clinical teaching methods for teaching, and micro-class flipped teaching group used flipped classroom teaching method based on micro-class for teaching. Objective reality and subjective perception indicators of the two groups were compared. The teaching experience of micro-class flipping teaching group was investigated. Results The pre-class preview rate, theoretical examination results, skill application results and case analysis results of micro-class flipped teaching group were higher than those of traditional teaching group, the average time of each class and the time of answering questions and solving questions in each class of micro-class flipped teaching group were shorter than those of traditional teaching group, the analysis and discussion time of each class of micro-class flipped teaching group was longer than that of traditional teaching group, the differences were statistically significant (P＜0.05). The classroom satisfaction rate, improve learning efficiency rate, improve learning interest rate, improve self-study ability rate, improve clinical thinking ability rate and application to other courses rate in micro-class flipping teaching group were higher than those in traditional teaching group, and the rate of trying another teaching method in micro-class flipping teaching group was lower than that in traditional teaching group, the differences were statistically significant (P＜0.05). The micro-class flipping teaching group reflected three common problems: it took more time and energy to learn before class, it took time to consult the literature and read Chinese Diagnosis and Treatment of Urological Diseases Guide, and the completion rate of interns participate in the pre-class micro-class teaching and discussion was low. Conclusion The flipped classroom teaching method of “micro lesson” can significantly improve the effect of clinical practice teaching for undergraduate urology students. It is a successful attempt in the optimization process of clinical practice teaching, but it still needs continuous exploration, research and improvement, and to make it better serve the clinical practice teaching process.
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