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| 目的 对基于微课的反转课堂在动物外科学授课中的应用进行评价，并与传统教学进行比较，为动物外科教学提供新思路。方法 将120名海军军医大学本科学员随机分为两班，在清创术的教学中，分别采用翻转课堂（B班）与传统教学授课（A班），于教学结束后对两班进行问卷调查和课程考核，并进行对比分析。采用ＳＰＳＳ 18.0进行卡方检验和t检验。结果 学员自评调查显示，A班填写“非常有帮助和有帮助”的学生分别为88.3%、73.3%、71.6%、48.3%、73.3%，而B班则是91.7%、85.0%、83.3%、78.3、75.0%，B班学员对教学总体评价较A班学员更高；对于A班的考核结果，总平均分为7.52分，卷面平均总分为90.21分；B班的考核结果，总平均分为8.43分，比A班高出0.91分；卷面平均总分为101.13，比A班高出10.92分（P<0.05）。结论 基于微课的翻转课堂能够提高动物外科学中清创术课程的教学效果，增加学生自主学习能力。 |
| 英文摘要: |
| Objective To investigate the application of the flipped classroom based on micro-class versus traditional class in animal surgery teaching, and to provide new thinkings for animal surgery teaching. Methods A total of 120 undergraduates from Navy Medical University were randomly divided into control group (class A) and experimental group (class B). The students in class A received traditional teaching, and those in class B received flipped classroom teaching. Questionnaire survey and course assessment were performed after teaching, and a comparative analysis was also performed. Results The self-assessment survey showed that 88.3%, 73.3%, 71.6%, 48.3%, and 73.3% of the students in class A (traditional teaching) filled in the questionnaire with "Very Helpful and Helpful", while 91.7%, 85.0%, 83.3%, 78.3%, and 75.0% of the students in class B (flipped classroom teaching) filled in with "Very Helpful and Helpful"; class B gave better overall evaluation of teaching model than that of class A. The mean total score of class B was 0.91, higher than that of class A (8.43 vs. 7.52, P<0.05), and the mean total score of examination papers in class B was 10.92, higher than that in class A (101.13 vs. 90.21, P<0.05). Conclusion Flipped classroom based on micro-class could improve the teaching effect of debridement course on animal surgery and increase students' self-learning ability. |
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