Abstract：Objective To explore the application value of “micro class+flipped classroom” in ultrasonic diagnosis teaching. Methods Eighty Grade 2017 undergraduate students majoring in imaging medicine and nuclear medicine of Harbin Medical University and practicing in Department of Ultrasound, Harbin Medical University Cancer Hospital from January 2020 to January 2021 were selected and divided into observation group (traditional teaching) and control group (micro class+flipped class) by random number table method, with 40 students in each group. At the end of the course, the results of theoretical knowledge assessment, operational skills assessment, and teaching satisfaction of the two groups were compared. Before and after the course, the California critical thinking scale was used to evaluate the two groups of critical thinking tendencies, and the assessment results were compared. Results After the course, the theoretical knowledge assessment scores, operational skills assessment scores and total scores, and satisfaction of the observation group were higher than those of the control group, with statistically significant differences (P ＜ 0.05). At the end of the course, the scores and total scores of all dimensions of the California critical thinking scale in both groups were higher than before the course, and the observation group was higher than the control group, the differences were statistically significant (P ＜ 0.05). Conclusion The application of “micro class + flipped classroom” in ultrasonic diagnosis teaching can not only improve students’ critical thinking ability, but also effectively improve the teaching quality and students’ satisfaction.
Micro class; Flipped classroom; Ultrasonic diagnostics; Traditional teaching
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