基于翻转课堂的影像学诊断教学模式对提升住培医师临床思维能力的实践研究

诊断学理论与实践››2025,Vol. 24››Issue (04): 459-463.doi:10.16150/j.1671-2870.2025.04.014

基于翻转课堂的影像学诊断教学模式对提升住培医师临床思维能力的实践研究

唐言^a, 潘沛^b, 王欣倍^c, 陈娅^a(), 吴颖为^a()

开云网页登录医学院附属第九人民医院 a.放射科，b.临床医学院，c.规培办，上海 200011

收稿日期:2025-04-09接受日期:2025-06-27出版日期:2025-08-25发布日期:2025-09-09
通讯作者:吴颖为 E-mail：wuyw0103@hotmail.com；
陈娅 E-mail：13817578562@163.com

Application of a flipped classroom-based approach in imaging diagnosis teaching to improve clinical thinking among residents

TANG Yan^a, PAN Pei^b, WANG Xinbei^c, CHEN Ya^a(), WU Yingwei^a()

Received:2025-04-09Accepted:2025-06-27Published:2025-08-25Online:2025-09-09

摘要/Abstract

摘要：翻转课堂教学模式通过“课前自主学习+课中深度互动”的流程，打破以教师为中心的传统授课模式，强调学习主动性与临床情境结合。本教研团队选择2024年1月至12月轮转至放射科的住培医师146人，随机分为翻转课堂组（76人）和传统教学组（73人），在相同课程大纲下采用不同教学模式实施教学，并于周期结束后进行学业评价。结果显示，翻转课堂组在影像学诊断理论考试[（91.20±3.77）分]和病例阅片考试[（85.07±7.28）分]中得分均显著优于传统教学组[（87.05±6.56）分、（75.79±8.93）分，P均<0.001]。此外，翻转课堂组在知识迁移能力[（85.38±4.81）分比（81.63±5.89）分]、文献阅读与提炼能力[（86.82±5.88）分比（75.48±6.19）分]、学习兴趣[（90.16±5.77）分比（82.05±7.74）分]和自我学习满意度[（95.37±3.42）分比（83.97±7.30）分]等方面均明显高于对照组，进一步深造意愿和课堂氛围亦更佳（P均<0.001）。本研究表明，翻转课堂教学模式能够显著提升住培医师的医学影像学理论掌握能力与影像判读能力，强化临床思维，激发学习主动性，具有良好的推广应用前景。

中图分类号:

G642
R446

唐言, 潘沛, 王欣倍, 陈娅, 吴颖为. 基于翻转课堂的影像学诊断教学模式对提升住培医师临床思维能力的实践研究[J]. 诊断学理论与实践, 2025, 24(04): 459-463.

TANG Yan, PAN Pei, WANG Xinbei, CHEN Ya, WU Yingwei. Application of a flipped classroom-based approach in imaging diagnosis teaching to improve clinical thinking among residents[J]. Journal of Diagnostics Concepts & Practice, 2025, 24(04): 459-463.

图/表3

图1

调查项目	实验组（n=76）	对照组（n=73）	t值	P值
知识迁移能力（分）	85.38±4.81	81.63±5.89	4.27	<0.001
文献阅读与提炼能力（分）	86.82±5.88	75.48±6.19	11.47	<0.001
小组讨论表现（分）	87.80±6.63	80.47±7.29	6.43	<0.001
课堂反馈满意度（分）	90.16±5.77	82.05±7.74	7.27	<0.001
自我学习满意度（分）	95.37±3.42	83.97±7.30	12.29	<0.001
进一步深造的意愿（分）	95.39±10.58	74.66±13.50	10.46	<0.001

表1

等级	实验组（n=76）	对照组（n=73）	χ²值	P值
优秀	43(56.58%)	12(16.44%)
良好	26(34.21%)	22(30.14%)	40.023	<0.01
及格	7(9.21%)	39(53.42%)

表2

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