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| Discussion on the reform of medical cell biology flipped classroom based on online course |
| SHA Baoyong1 LI Yuan1 FENG Hao1 LIU Jie1 JING Xiaohong1 GAO Wei2 |
1.School of Basic Medical Science, Xi′an Medical University, Shaanxi Province, Xi′an 710021, China;
2.Department of Anesthesiology, the First Affiliated Hospital of Xi′an Jiaotong University, Shaanxi Province, Xi′an 710061, China |
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Abstract Objective To explore the teaching effect of the flipped classroom teaching model in medical cell biology. Methods The study period was from February to July 2019. By means of random number table method, 178 undergraduate students in general practice in 2018 of Xi′an Medical University were randomly divided into the control group and the teaching reform group, with 89 students in each group. The control group was taught with the traditional teaching mode and the teaching reform group carried out the flipped classroom mode. Learning records of online course, quizzes, experimental results, cell structure function diagrams and questionnaires were used to evaluate the teaching effects between the two groups. Results The scores of online course, multiple-choice question quizzes in class, experimental results, cell structure and function diagrams in the teaching reform group were all higher than those of the control group, the differences were statistically significant (P ＜ 0.05). According to the questionnaire, the scores of course recognition degree, course inspiration, rationality of teaching design, change of learning attitude, cultivation of learning methods, cultivation of practical ability, and teachers′ guidance strength in the teaching reform group were all higher than those of the control group, the differences were statistically significant (P ＜ 0.05). Conclusion Compared with traditional teaching, flipped classroom allows students to have clearer learning objectives, promote students′ internalization and absorption of knowledge, further train students′ practical ability to apply what they have learned, and turn students from passive learning to autonomous learning.
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