ABSTRACT
Objective To investigate the effect of flipped classroom model in the theory teaching of urology,and to provide a reference for promoting teaching methods.Methods The clinical medicine classes 1 and 2 of 2014 in the five-year undergraduate program,with 120 students in each class,were enrolled,with class 1 as teaching reform class and class 2 as traditional teaching class.The flipped classroom model was applied in class 1,and the traditional teaching method was applied in class 2.Tests and questionnaires were used at the end of the class to evaluate teaching effect.All the data were analyzed by Graphpad Prism 6.1,t test and Chi-square test were used for stabistical analysis.Results There were significant differences between the teaching reform class and the traditional teaching class in the mean score of chapter test [(80.78± 9.02) vs.(75.03 ± 7.98),P ＜0.05] and the mean score of comprehensive quality [(82.09 ± 8.89) vs.(76.34 ± 6.45),P＜0.05].The questionnaire survey showed an overall degree of satisfaction of 98.5％ among students;81.67％ of all students actively participated in learning,91.67％ were willing to participate in the teaching with flipped classroom model,75.84％ thought this model improved learning enthusiasm,65％ thought it improved the ability of self-study,73.33％ thought it improved their understanding of the learning content,and 84.17％ thought it strengthened the communication between teachers and students.Conclusion The flipped classroom model has a better effect than the traditional teaching model in the theory teaching of urology and is easily accepted by students.Therefore,it holds promise for clinical application.
ABSTRACT
Objective To explore the effect of the flipped classroom model on the training of nursing theory and skills to newly-contracted nurses. Methods A total of 122 newly-contracted nurses in 2013 were selected as the control group, where the traditional training methods were adopted. The 303 newly-contracted nurses recruited into the hospital in 2014 were set as the experimental group, where the training was carried out by using the flipped classroom model for 1 year. After training, the differences between the two groups in the theoretical test and nursing skills assessment were compared. A satisfaction survey about the flipped classroom model was made in the experimental group. Results Both the scores on the nursing theory and skills in the experimental group were higher than those in the control group (all P<0.001).More than 88.9％of the newly-contracted nurses in the experimental group was for the training arrangement, classroom experience and application of the flipped class model. Conclusion The application of the flipped classroom model in the training of nursing for newly-contracted nurses can improve the learning effect of newly-contracted nurses and enhance their nursing theory and skills.