目的

评估翻转课堂教学模式联合实时评价系统在超声医学科住院医师规范化培训中的应用效果。

方法

选取32名在内蒙古医科大学附属医院超声医学科参加规范化培训的住院医师为研究对象，随机分为观察组（16名）和对照组（16名）。观察组采用翻转课堂教学模式并结合实时评价系统，同时在翻转课堂中融入手足并用教学法。对照组仍采用传统的教学模式。通过课前和课后的调查问卷，即时评估教学效果。一个月后通过基础理论考试比较2组的教学效果。

结果

测试期间共回收有效课堂答卷372份，结果显示观察组住院医师的课后答题成绩［（9.39±1.24）分］显著高于课前［（6.64±1.72）分］，且观察组基础理论考试成绩［（45.94±2.41）分］优于对照组［（42.02±2.74）分］，差异均有统计学意义（均P＜0.05）；有效满意度调查问卷共回收363份：观察组对教学方式满意程度［（9.46±0.73）分］高于对照组［（7.97±0.94）分］，差异有统计学意义（P＜0.05）。2组对教学内容满意度评分均＞9分，差异无统计学意义（P＞0.05）。

结论

翻转课堂教学模式和手足并用教学法的应用提高了超声医学科住院医师学习的主动性，规范化培训的教学效果和学员满意度明显提高；同时引入的实时评价系统有助于教学活动的闭环管理，满足了信息技术快速发展下教育改革的需求。

Objective

To evaluate the application effect of the flipped classroom teaching model combined with a real-time evaluation system in the standardized training of resident physicians in ultrasound medicine department.

Methods

A total of 32 resident physicians participating in standardized training in the Department of Ultrasound Medicine of the Affiliated Hospital of Inner Mongolia Medical University were selected and randomly divided into an observation group （n=16） and a control group （n=16）. The observation group adopted the flipped classroom teaching model combined with a real-time evaluation system， and the hand-foot coordination teaching method was integrated into the flipped classroom. The control group still used the traditional teaching model. The teaching effect was evaluated through pre-and post-class questionnaires.One month later， a basic theoretical examination was conducted to compare the teaching effects of the two groups.

Results

A total of 372 valid classroom questionnaires were collected during the test period.The results showed that the post-class answering scores of resident physicians in the observation group［（9.39±1.24） points］ were significantly higher than those before class ［（6.64±1.72） points］， and the basic theoretical examination scores of the observation group ［（45.94±2.41） points］ were better than those of the control group ［（42.02±2.74） points］， with statistically significant differences （P＜0.05）. A total of 363 valid satisfaction questionnaires were collected： the satisfaction degree to the teaching method in the observation group ［（9.46±0.73） points］ was significantly higher than that of the control group ［（7.97±0.94） points］ （P＜0.05）. The satisfaction scores for teaching content in both groups were＞9 points， with no statistically significant difference （P＞0.05）.

Conclusion

The application of the flipped classroom teaching model and the hand-foot coordination teaching method has enhanced the initiative of resident physicians in ultrasound medicine department in learning， significantly improving the teaching effect and satisfaction of trainees. At the same time， the introduction of the real-time evaluation system has facilitated the closed-loop management of teaching activities， meeting the demands of educational reform under the rapid development of information technology.