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, 宋海庆. 神经内科进修医师脑血管病专业临床教学体会. 中国医药导报, 2018, 15(7): 135-137,142.
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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.
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6.	周月, 黄莉, 赵雪梅, 等. 儿科学专硕研究生教学能力的培养. 中国医学教育技术, 2020, 34(6): 803-807.
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8.	魏春苗, 穆燕. 提升手术室专科护士教学能力的实践研究. 中华护理教育, 2018, 15(12): 921-924.
9.	杨梅, 李艳红, 曹静. 同伴教学在儿科学示教课中的应用效果. 中华医学教育探索杂志, 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.	叶玉梅, 许蓉, 任依. 脑血管病进修医师教学模式探讨. 中国卒中杂志, 2020, 15(12): 1360-1362.
12.	刘慧慧, 肖国栋. CBL联合PBL教学模式在神经病学住院医师临床规范化培训中的应用. 中国煤炭工业医学杂志, 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.	高乐虹, 刘爱华, 李莉萍, 等. 神经内科癫痫专业进修医师临床教学培训的实践体会. 北京医学, 2019, 41(3): 197,201.
15.	李玲, 刘俪芩, 赵宇亮, 等. 四川大学华西医院连续性肾脏替代治疗亚专业进修医师培养举措探讨. 华西医学, 2020, 35(8): 979-982.
16.	孙玉, 张洪海, 郑加生, 等. PBL联合CBL在肝癌血管介入进修医师培训中的运用. 继续医学教育, 2021, 35(3): 5-7.

1. 薛素芳, 樊春秋, 宋海庆. 神经内科进修医师脑血管病专业临床教学体会. 中国医药导报, 2018, 15(7): 135-137,142.
2. 朱凌燕, 黄霞, 徐积兄, 等. 医学专业型研究生教育模式的初步探索. 中国医学创新, 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. 曹静, 巴依尔才次克, 李明霞. 以同学互教提高医学生教学能力的探讨. 中华医学教育探索杂志, 2018, 17(1): 15-18.
6. 周月, 黄莉, 赵雪梅, 等. 儿科学专硕研究生教学能力的培养. 中国医学教育技术, 2020, 34(6): 803-807.
7. 连元元, 孙亚利, 张丽娜. 应用多维度教学模式提高全科医生临床综合能力. 中国社区医师, 2020, 36(23): 181-182.
8. 魏春苗, 穆燕. 提升手术室专科护士教学能力的实践研究. 中华护理教育, 2018, 15(12): 921-924.
9. 杨梅, 李艳红, 曹静. 同伴教学在儿科学示教课中的应用效果. 中华医学教育探索杂志, 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. 叶玉梅, 许蓉, 任依. 脑血管病进修医师教学模式探讨. 中国卒中杂志, 2020, 15(12): 1360-1362.
12. 刘慧慧, 肖国栋. CBL联合PBL教学模式在神经病学住院医师临床规范化培训中的应用. 中国煤炭工业医学杂志, 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. 高乐虹, 刘爱华, 李莉萍, 等. 神经内科癫痫专业进修医师临床教学培训的实践体会. 北京医学, 2019, 41(3): 197,201.
15. 李玲, 刘俪芩, 赵宇亮, 等. 四川大学华西医院连续性肾脏替代治疗亚专业进修医师培养举措探讨. 华西医学, 2020, 35(8): 979-982.
16. 孙玉, 张洪海, 郑加生, 等. PBL联合CBL在肝癌血管介入进修医师培训中的运用. 继续医学教育, 2021, 35(3): 5-7.

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