探讨基于小规模限制性在线课程(SPOC)的翻转课堂教学模式在急诊症状诊断学教学中的应用价值。

选取2020年9月至11月蚌埠医学院2017级临床医学实验班接受急诊症状诊断学课程学习的学生30名，采用基于SPOC的翻转课堂教学方法授课，为试验组(n＝30)。同时选取2019年9月至11月本校2016级临床医学实验班接受同课程学习的学生30名，采用传统教学方法授课，为对照组(n＝30)。比较两组学生的急诊症状诊断学课程的临床技能及理论知识成绩和学生对教学效果评价的问卷调查结果。

对照组与试验组学生临床技能成绩[(83.45±3.02)分，(91.34±2.16)分]及理论知识总成绩[(83.12±0.42)分，(89.53±0.93)分]比较，均差异有统计学意义(t＝11.64，34.41；均P<0.01)。试验组与对照组学生对教学的问卷反馈评价(包括对急诊症状诊断学课程的学习兴趣、解决急诊科临床操作能力、提高学习效率及专注度、提高自主学习能力及继续接受该种教学模式的意愿)比较，试验组反馈评价均高于对照组，均差异有统计学意义(χ²＝5.45，5.96，6.67，4.36，5.08；均P<0.05)。

基于SPOC的翻转课堂教学模式在急诊症状诊断学课程中取得了良好的教学效果，可联合线下实践进一步推广。

To explore the application value of the flipped classroom teaching model based on small private online course (SPOC) in teaching of emergency symptom diagnostics.

From September to November 2020, 30 students from Bengbu Medical College′s 2017 grade clinical medicine experimental class were chosen and received the course of emergency symptom diagnostics using a flipped classroom teaching method based on SPOC, which was designated as the experimental group (n=30). At the same time, 30 students from this school′s 2016 grade clinical medicine experimental class were selected and trained using standard teaching techniques from September to November 2019, the control group (n=30) was assigned to them. The results of the two groups in the emergency symptom diagnostics course′s clinical skills and theoretical knowledge, as well as their assessments of the teaching effect were compared.

There were statistically significant differences in clinical skill scores [(83.45±3.02)points, (91.34±2.16)points] and total theoretical knowledge scores [(83.12±0.42)points, (89.53±0.93)points] between the control group and the experimental group (t=11.64, 34.41, all P<0.01). Questionnaire feedback of teaching evaluation (including study interest in the emergency symptoms diagnostics course interest, ability to solve emergency department clinical operations, improving learning efficiency and concentration, improving autonomous learning ability, and willingness to continue to accept this kind of teaching mode) were higher in the experimental group than that in the control group, with statistically significant differences (χ²=5.45, 5.96, 6.67, 4.36, 5.08, all P<0.05).

The flipped classroom teaching mode based on SPOC has achieved good teaching results in the emergency symptom diagnostics, which can be further promoted in combination with offline practice.