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| Application effect of flipped classroom in the experimental teaching of medical protection against chemical weapons |
| CHEN Mingliang |
| Institute of Toxicology, Army Medical University, Chongqing 400038, China |
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Abstract Objective To investigate the effect application of flipped classroom in the experimental teaching of medical protection against chemical weapons. Methods Two classes of the five-year undergraduate students major in clinical medicine from the Army Medical University were enrolled. The students were divided into the experimental group （n = 30） and the control group （n = 30） by a simple randomized grouping method during the experimental teaching course of medical protection against chemical weapons from May to July November in 2017. The control group was conducted according to the traditional experimental teaching method, just reviewing the related nerve agent knowledge and the experimental protocol before doing experiments. Moreover, flipped classroom was applied to the experimental group. At the end of the experimental class, the experimental operation time and the experimental report results of the two groups were counted, and the students′ satisfaction of the experimental teaching were investigated. Results The experimental operation time of the experimental group was significantly shorter than that of the control group, and the experimental scores of the experimental group was significantly higher than that of the control group, the differences were statistically significant （P < 0.05）. Questionnaire survey results showed that, compared with the control group, all participants in the experimental group believed that the experiment class inspired learning interest and initiative and hoped to continue to adopt this teaching method, the differences were highly statistically significant （P < 0.01）. The number of students who thought that the teaching method could improve the self-learning ability and promote the understanding and memory of knowledge, as well as enhance the ability of using theoretical knowledge and experimental operation was larger than that of the control group, the differences were highly statistically significant （P < 0.01）. Conclusion Flipped classroom could effectively improve the teaching quality of experimental teaching of medical protection against chemical weapons, and enhance students′ abilities to master knowledge and technical operations. These results indicate that flipped classroom should be popularized and applied in other related experimental teaching.
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