Flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents

Abstract

Objective To explore the effect of classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents. Method s A total of 30 residents in pediatric rotation were selected as subjects, with 15 subjects in each group. The students in the experimental group carried out the bedside teaching of flipped classroom based on micro-lectures, while the students in the control group carried out traditional teaching rounds. The bedside teaching of the two groups were conducted every two weeks, and the same cases were selected with the same instructors. Both groups completed the quizzes before the bedside teaching. After six months' training, the difference of training effect between the two groups was compared through the examination (case analysis and clinical skills). Result s The scores of the quizzes in the experimental group were significantly higher than those in the control group (P<0.05). The scores of case analysis and clinical skills in the experimental group were significantly higher than those in the control group (P<0.05), and logical thinking and doctor-patient communication abilities in the experimental group were significantly better than those in the control group(P<0.05). The results of the questionnaire survey in the experimental group showed that the students believed that the new bedside teaching method could promote learning initiative, help to inspire clinical thinking and improve doctor-patient communication abilities. Conclusion Flipped classroom teaching method based on micro-lecture in bedside teaching of pediatric residents not only strengthens their basic theoretical knowledge, but also improves their clinical skills, especially in establishing correct clinical thinking and mastering doctor-patient communication skills. Key words: Micro-lecture; Flipped classroom; Standardized training for residents