背景:留学生教育已成为高等教育的重要组成部分,是衡量高等教育水平的重要标志。改变传统的教学模式,在这里,我们将基于案例的学习(CBL)和翻转课堂(FC)的组合引入了国际学生的病理生理学课程。本研究旨在探讨留学生的主动学习能力和批判性思维能力能否得到提高,基于这种新的教学模式,提高教师“团队”和“学生”对改革态度的创新能力。
方法:将病理生理学中的心功能不全与细胞凋亡这两章设计为CBL+FC教学法。向留学生发放《主动学习与批判性思维自评量表》(SSACT)和满意度问卷,评价基于CBL+FC的教学改革。
结果:与传统课堂相比,基于CBL的在线翻转课堂显著提高了学习积极性,由于这些学生需要独立完成文献综述,积极参与课堂教学,学习使用多种学习策略,并与其他学生合作完成PowerPoint(PPT)制作。同时,通过临床案例分析,学生提出问题和解决问题的能力有了很大提高;通过查阅文献,所学的理论知识可以更好地应用于临床分析。满意度调查的结果也表明,留学生更容易接受翻转课堂教学模式。
结论:这种教学模式将激发国际学生的学习动机,增强教学吸引力,增加教学互动;同时,CBL+FC教学法可以加强对国际学生课堂内外和在线学习的评价,增强学生的主动学习能力和批判性思维能力,促进个性化学习的发展,与国际医学教育接轨。
BACKGROUND: International student education has become an important part of higher education and an important symbol to measure the level of higher education. To change the traditional teaching model, here we introduced a combination of Case-Based Learning (CBL)and Flipped Classroom (FC) into the pathophysiology course for international students. This study aimed to explore whether the active learning ability and critical thinking ability of international students can be improved, based on this new teaching model, improving the innovation ability of teachers\' team and students\' attitude to the reform.
METHODS: The two chapters of Cardiac Insufficiency and Apoptosis in Pathophysiology are designed as a CBL + FC teaching method. Distribute the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) and satisfaction questionnaire to international students to evaluate teaching reform based on CBL + FC.
RESULTS: Compared with the traditional classroom, the online flipped classroom based on CBL has significantly improved the learning enthusiasm, as these students are required to independently complete literature review, actively participate in classroom teaching, learn to use multiple learning strategies, and collaborate with other students to complete PowerPoint (PPT)production. At the same time, the students\' ability to raise problems and solve problems has been greatly improved by analyzing clinical cases; By consulting the literature, the theoretical knowledge learned can be better applied to clinical analysis. The results of the satisfaction survey also show that international students are more likely to accept the flipped classroom teaching mode.
CONCLUSIONS: This teaching mode will stimulate the learning motivation of international students, enhance teaching attraction and increase teaching interaction; At the same time, the CBL + FC teaching method can strengthen the evaluation of international students\' in and out of class and online learning, enhance students\' active learning ability and critical thinking ability, promote the development of personalized learning, and integrate with international medical education.