| 杨哲爽,邵振兴.翻转课堂结合案例教学法在运动医学进修医师培养后的中短期效果评价.骨科,2026,17(1): 62-67. |
| 翻转课堂结合案例教学法在运动医学进修医师培养后的中短期效果评价 |
| Medium- and short-term outcomes evaluation of flipped classroom combined with case-based learning in training trainee physicians in sports medicine |
| 投稿时间：2025-08-25 |
| DOI：10.3969/j.issn.1674-8573.2026.01.012 |
| 中文关键词: 运动医学 教学改革 翻转课堂 案例教学法 专科进修 |
| 英文关键词: Sports medicine Teaching reform Flipped classroom Case-based learning Specialty training |
| 基金项目:2023年北京大学第三医院教学研究课题（2023bysyjxkt16） |
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| 中文摘要: |
| 目的 探讨翻转课堂（flipped classroom，FC）结合案例教学法（case-based learning，CBL）在运动医学进修医师培养后的中短期应用效果。方法 选取2020年1月至2022年12月在北京大学第三医院运动医学科进修的90名进修医师，随机分成两组，每组45名。对照组采取传统进修医师的培训方式，试验组采取FC结合CBL的教学模式。观察两组进修前后四项核心技能评分，通过问卷收集学员评价，包括主观评分和满意度调查，并记录学员在进修结束后中短期的职称晋升与科研工作情况。结果 试验组的病例分析、问诊沟通、临床决策与实践操作得分显著高于对照组（P＜0.05）；在学员评分中，试验组在理论基础教学方面除提高文献检索与分析能力外（P＞0.05），对提高自学能力、提高学习效率、调动学习积极性和加深理论知识理解的认同程度显著高于对照组（P＜0.05）；在临床实践方面，提升临床诊治思维、提高分析解决问题能力、锻炼组织表达能力、加强团队合作意识和提升知识获取能力的得分显著高于对照组（P＜0.05）；两组主观满意度的差异无统计学意义（P＞0.05）。进修结束约3年后，试验组在职称晋升情况与发表论文数量上有优于对照组的趋势。结论 FC结合CBL应用于运动医学进修医师的培养中能有效提升学员的综合能力与教学满意度，并对其中短期职业发展具有潜在的积极作用，具有较好的教学效果。 |
| 英文摘要: |
| Objective To investigate the medium- and short-term application outcomes of flipped classroom (FC) combined with case-based learning (CBL) in the training of trainee physicians in sports medicine. Methods A total of 90 trainee physicians who underwent advanced training in the Department of Sports Medicine at Peking University Third Hospital from January 2020 to December 2022 were enrolled and randomly allocated into two groups. The control group received conventional trainee training methods, while the experimental group underwent the FC combined with CBL teaching model. Four core skill assessments were conducted before and after training. Trainee evaluations were collected via questionnaires, encompassing subjective ratings and satisfaction surveys. Additionally, data on professional promotion and research activities following the completion of training were recorded and compared between the two groups. Results The experimental group demonstrated significantly higher scores in case analysis, clinical communication, clinical decision-making, and practical skills than the control group (P＜0.05). In terms of student evaluations, regarding theoretical teaching outcomes, except for improvement in literature retrieval and analysis skills (P＞0.05), the experimental group showed significantly higher recognition than the control group in self-directed learning ability, learning efficiency, motivation, and theoretical understanding (P＜0.05); As for clinical practice outcomes, the experimental group reported significantly higher recognition in clinical thinking, problem-solving ability, organizational and presentation skills, teamwork awareness, and knowledge acquisition (P＜0.05). No significant difference in subjective satisfaction was observed (P＞0.05) in two groups. About three years post-training, the experimental group exhibited a trend of higher rates of professional promotion and more published papers than the control group. Conclusion The implementation of FC combined with CBL in sports medicine trainee education effectively enhances trainees' comprehensive competencies and teaching satisfaction, demonstrating potential positive impacts on their medium- to short-term career development with robust pedagogical efficacy. |
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