Improving the teaching ability of neurology refresher doctors by case teaching method combined with flipped classroom teaching model_West China Medical Journal

Authors：

ZHANG Zhitao ¹ , WANG Dongxin ² , ZHANG Jing ³ , GAO Ran ³ ,  SONG Haiqing ³

1. Department of Experimental Center, Clinical College of Hebei Medical University, Shijiazhuang, Hebei 050031, P. R. China;
2. Department of Neurology, Shijiazhuang People’s Hospital, Shijiazhuang, Hebei 050031, P. R. China;
3. Department of Neurology, Xuanwu Hospital Capital Medical University, Beijing 100053, P. R. China;

Corresponding?author：

SONG Haiqing, Email: songhq@xwhosp.org

Keywords：

Neurology; refresher doctors; teaching ability; case teaching method; flipped classroom

DOI：

10.7507/1002-0179.202204060

Video：

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Objective To explore the teaching ability of the neurology refresher doctors by case teaching method combined with flipped classroom teaching mode. Methods The refresher doctors who were studying in the infection group of Department of Neurology, Xuanwu Hospital Capital Medical University between March 2019 and September 2020 were selected. According to the time of admission, the enrolled refresher doctors were divided into control group (grade 2019) and observation group (grade 2020). The control group adopted the traditional teaching mode, and the observation group adopted the case teaching method combined with the flipped classroom teaching mode. A self-designed questionnaire was used to compare the teaching ability of the two groups of refresher doctors. Results A total of 44 refresher doctors were included. Among them, there were 24 refresher doctors in the control group and 20 refresher doctors in the observation group. The self-evaluation of the teaching ability of the two groups of refresher doctors and the evaluation of their teaching ability by the teachers showed that, except for the item “enthusiasm for teaching and willingness to spend enough time to participate in the evaluation of teaching work” of humanistic quality (P>0.05), the observation group was better than the control group in professional knowledge, teaching ability, teaching methods and humanistic quality (P<0.05). Conclusions Through the case teaching method combined with flipped classroom teaching mode, the teaching ability of refresher doctors can be cultivated, which is helpful for training more high-quality doctors for the country and promoting the sustainable and coordinated development of medical education. However, the awareness and enthusiasm of the refresher doctors to teaching work need to be improved.

Citation： ZHANG Zhitao, WANG Dongxin, ZHANG Jing, GAO Ran, SONG Haiqing. Improving the teaching ability of neurology refresher doctors by case teaching method combined with flipped classroom teaching model. West China Medical Journal, 2022, 37(6): 916-920. doi: 10.7507/1002-0179.202204060 Copy

1.	薛素芳, 樊春秋, 宋海慶. 神經內科進修醫師腦血管病專業臨床教學體會. 中國醫藥導報, 2018, 15(7): 135-137,142.
2.	朱凌燕, 黃霞, 徐積兄, 等. 醫學專業型研究生教育模式的初步探索. 中國醫學創新, 2017, 14(23): 84-87.
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4.	Kurtz S, Silverman J, Benson J, et al. Marrying content and process in clinical method teaching: enhancing the Calgary-Cambridge guides. Acad Med, 2003, 78(8): 802-809.
5.	曹靜, 巴依爾才次克, 李明霞. 以同學互教提高醫學生教學能力的探討. 中華醫學教育探索雜志, 2018, 17(1): 15-18.
6.	周月, 黃莉, 趙雪梅, 等. 兒科學專碩研究生教學能力的培養. 中國醫學教育技術, 2020, 34(6): 803-807.
7.	連元元, 孫亞利, 張麗娜. 應用多維度教學模式提高全科醫生臨床綜合能力. 中國社區醫師, 2020, 36(23): 181-182.
8.	魏春苗, 穆燕. 提升手術室專科護士教學能力的實踐研究. 中華護理教育, 2018, 15(12): 921-924.
9.	楊梅, 李艷紅, 曹靜. 同伴教學在兒科學示教課中的應用效果. 中華醫學教育探索雜志, 2020, 19(7): 820-824.
10.	Yuan CM. Perfect Compliance: the 2018 accreditation council for graduate medical education well-being survey. Ann Intern Med, 2019, 170(4): 257-258.
11.	葉玉梅, 許蓉, 任依. 腦血管病進修醫師教學模式探討. 中國卒中雜志, 2020, 15(12): 1360-1362.
12.	劉慧慧, 肖國棟. CBL聯合PBL教學模式在神經病學住院醫師臨床規范化培訓中的應用. 中國煤炭工業醫學雜志, 2018, 21(5): 553-556.
13.	Moraros J, Islam A, Yu S, et al. Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Med Educ, 2015, 15: 27.
14.	高樂虹, 劉愛華, 李莉萍, 等. 神經內科癲癇專業進修醫師臨床教學培訓的實踐體會. 北京醫學, 2019, 41(3): 197,201.
15.	李玲, 劉儷芩, 趙宇亮, 等. 四川大學華西醫院連續性腎臟替代治療亞專業進修醫師培養舉措探討. 華西醫學, 2020, 35(8): 979-982.
16.	孫玉, 張洪海, 鄭加生, 等. PBL聯合CBL在肝癌血管介入進修醫師培訓中的運用. 繼續醫學教育, 2021, 35(3): 5-7.

1. 薛素芳, 樊春秋, 宋海慶. 神經內科進修醫師腦血管病專業臨床教學體會. 中國醫藥導報, 2018, 15(7): 135-137,142.
2. 朱凌燕, 黃霞, 徐積兄, 等. 醫學專業型研究生教育模式的初步探索. 中國醫學創新, 2017, 14(23): 84-87.
3. Soriano RP, Blatt B, Coplit L, et al. Teaching medical students how to teach: a national survey of students-as-teachers programs in U. S. medical schools. Acad Med, 2010, 85(11)1: 1725-1731.
4. Kurtz S, Silverman J, Benson J, et al. Marrying content and process in clinical method teaching: enhancing the Calgary-Cambridge guides. Acad Med, 2003, 78(8): 802-809.
5. 曹靜, 巴依爾才次克, 李明霞. 以同學互教提高醫學生教學能力的探討. 中華醫學教育探索雜志, 2018, 17(1): 15-18.
6. 周月, 黃莉, 趙雪梅, 等. 兒科學專碩研究生教學能力的培養. 中國醫學教育技術, 2020, 34(6): 803-807.
7. 連元元, 孫亞利, 張麗娜. 應用多維度教學模式提高全科醫生臨床綜合能力. 中國社區醫師, 2020, 36(23): 181-182.
8. 魏春苗, 穆燕. 提升手術室專科護士教學能力的實踐研究. 中華護理教育, 2018, 15(12): 921-924.
9. 楊梅, 李艷紅, 曹靜. 同伴教學在兒科學示教課中的應用效果. 中華醫學教育探索雜志, 2020, 19(7): 820-824.
10. Yuan CM. Perfect Compliance: the 2018 accreditation council for graduate medical education well-being survey. Ann Intern Med, 2019, 170(4): 257-258.
11. 葉玉梅, 許蓉, 任依. 腦血管病進修醫師教學模式探討. 中國卒中雜志, 2020, 15(12): 1360-1362.
12. 劉慧慧, 肖國棟. CBL聯合PBL教學模式在神經病學住院醫師臨床規范化培訓中的應用. 中國煤炭工業醫學雜志, 2018, 21(5): 553-556.
13. Moraros J, Islam A, Yu S, et al. Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Med Educ, 2015, 15: 27.
14. 高樂虹, 劉愛華, 李莉萍, 等. 神經內科癲癇專業進修醫師臨床教學培訓的實踐體會. 北京醫學, 2019, 41(3): 197,201.
15. 李玲, 劉儷芩, 趙宇亮, 等. 四川大學華西醫院連續性腎臟替代治療亞專業進修醫師培養舉措探討. 華西醫學, 2020, 35(8): 979-982.
16. 孫玉, 張洪海, 鄭加生, 等. PBL聯合CBL在肝癌血管介入進修醫師培訓中的運用. 繼續醫學教育, 2021, 35(3): 5-7.

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