ABSTRACT
ObjectiveTo explore the effect of flipped classroom mode in the clinical probation teaching for undergraduate mental health students， so as to expand the new mode of clinical teaching in psychiatry department. MethodsA total of 85 undergraduate psychiatric students from Xinxiang Medical University in 2016 were selected. All participants were divided into experimental group （n=43） and control group （n=42） according to the random number table method. The flipped classroom clinical teaching mode was adopted to experimental group， and the traditional practice mode for control group. The probation lasted for 12 weeks. Theoretical knowledge of symptomology， psychiatric clinical skills （OSCE）， doctor-patient communication ability（SEGUE） and clinical thinking ability were assessed at the end of probation. ResultsAfter the probation， students in experimental group obtained higher scores in theoretical knowledge， clinical skills， doctor-patient communication ability and clinical thinking ability compared with control group. The differences were statistically significant ［（33.08±1.72） vs. （32.06±2.33）， （51.61±2.12） vs. （48.32±2.86）， （18.14±1.98） vs. （14.62±2.15）， （91.26±14.13） vs. （82.40±10.89）， t=2.307， 6.034， 3.230， 7.846， P<0.05 or 0.01］. ConclusionApplying the flipped classroom mode into the clinical probation teaching for mental health undergraduate students may help to improve students' theoretical knowledge level and clinical operation ability， faciliate doctor-patient communication， and have a positive impact on their clinical thinking ability.
ABSTRACT
Resident standardization training of dentists is a very important program for the dental students , during which they are trained to be capable of analyzing cases logically and carrying out the treatment suitably. The students who study in this period always have a certain level of basic knowledge and with the full passion for clinical practice, so it's important for them to develop the correct clinical thinking method and form a life-long learning habit. However, the traditional teaching models can't catch up with today's more and more divergent and complicated demands of teaching and learning. The new ori-ented teaching models of PBL and CBL may offer us new ways to carry out the resident standardization training more efficiently, simulate the student's passion of learning and gain wider experience in short time, for their student-centered and clinical cases-guided characteristics.