■在过去的十年里,在教育部门,人们对倒置课堂教学(ICT)及其各种形式的兴趣日益浓厚。生理学是连接基础医学和临床医学的核心课程,和生理学中的ICT在全球范围内都有不同程度的零星实践。然而,学生和教师对生理学信息通信技术的反应和反馈是多种多样的,并且难以客观和定量地评估将修改后的ICT模型集成到生理学课程的常规教学实践中的有效性。
■本研究旨在通过对相关文献的文献计量可视化分析,探讨ICT在基础医学教育中的应用现状和发展方向。
■使用CiteSpace对2000年至2023年之间发表的与ICT相关的生理学文献进行了文献计量分析,一个文献计量可视化工具,基于WebofScience数据库。此外,进行了深入的审查,以总结ICT在全球生理学课程中的应用,以及研究热点和发展趋势的确定。
■本文献计量分析共纳入42项研究,2013年标志着该领域的开始。在附属医院工作的大学工作人员和医生代表了这一领域的核心作者,与几个研究团队形成合作关系并发展研究网络。ICT在生理学中的发展可以分为几个阶段:引入阶段(2013-2014年),广泛实践阶段(2015-2019年),和改性成长阶段(2020-2023年)。GopalanC是5种被引用出版物中引用数量最高的作者,自2016年以来发表了14篇相关论文,从2019年到2022年大幅增长。作者合作在这个领域通常是有限的,大多数学术工作都是在独立的团队中进行的,最少的跨团队沟通。来自美国的作者发表的与生理学中的ICT相关的论文数量最多(共18篇,占论文总数的43%以上),它们的中间中心地位为0.24,表明在国内和国际上都有很强的联系。中国作家排名第二,在该领域发表8篇论文,尽管它们的中介中心性仅为0.02,表明国际影响力有限,总体研究质量较低。ICT在生理学研究中的主题是多方面的,涵盖主动学习,自主学习,学生表现,教学效果,混合式教学,和其他人。
■此文献计量分析和文献综述提供了对历史的全面概述,发展过程,以及生理学信息通信技术领域的未来发展方向。这些发现有助于加强国际间的学术交流与合作,同时通过构建学术团体,共同培养新兴医学人才,促进生理学信息通信技术的多样化和有效性。
UNASSIGNED: Over the last decade, there has been growing interest in inverted classroom teaching (ICT) and its various forms within the education sector. Physiology is a core course that bridges basic and clinical medicine, and ICT in physiology has been sporadically practiced to different extents globally. However, students\' and teachers\' responses and feedback to ICT in physiology are diverse, and the effectiveness of a modified ICT model integrated into regular teaching practice in physiology courses is difficult to assess objectively and quantitatively.
UNASSIGNED: This study aimed to explore the current status and development direction of ICT in physiology in basic medical education using bibliometric visual analysis of the related literature.
UNASSIGNED: A bibliometric analysis of the ICT-related literature in physiology published between 2000 and 2023 was performed using CiteSpace, a bibliometric visualization tool, based on the Web of Science database. Moreover, an in-depth review was performed to summarize the application of ICT in physiology courses worldwide, along with identification of research hot spots and development trends.
UNASSIGNED: A total of 42 studies were included for this bibliometric analysis, with the year 2013 marking the commencement of the field. University staff and doctors working at affiliated hospitals represent the core authors of this field, with several research teams forming cooperative relationships and developing research networks. The development of ICT in physiology could be divided into several stages: the introduction stage (2013-2014), extensive practice stage (2015-2019), and modification and growth stage (2020-2023). Gopalan C is the author with the highest citation count of 5 cited publications and has published 14 relevant papers since 2016, with a significant surge from 2019 to 2022. Author collaboration is generally limited in this field, and most academic work has been conducted in independent teams, with minimal cross-team communication. Authors from the United States published the highest number of papers related to ICT in physiology (18 in total, accounting for over 43% of the total papers), and their intermediary centrality was 0.24, indicating strong connections both within the country and internationally. Chinese authors ranked second, publishing 8 papers in the field, although their intermediary centrality was only 0.02, suggesting limited international influence and lower overall research quality. The topics of ICT in physiology research have been multifaceted, covering active learning, autonomous learning, student performance, teaching effect, blended teaching, and others.
UNASSIGNED: This bibliometric analysis and literature review provides a comprehensive overview of the history, development process, and future direction of the field of ICT in physiology. These findings can help to strengthen academic exchange and cooperation internationally, while promoting the diversification and effectiveness of ICT in physiology through building academic communities to jointly train emerging medical talents.