关键词: 以问题为导向的教学法; 翻转课堂; 临床医学; 教育研究

Abstract: Objective   To explore the application value of problem-based learning (PBL) combined with flipped classroom teaching method in stroke clinical education. 
Methods   A total of 70 postgraduate students who participated in the standardized training of resident physicians in the Stroke Center of the First Hospital of Jilin University from September 2022 to November 2022 were included and randomly divided into the experimental group and the control group, 35 in each group. The experimental group adopted PBL combined with flipped classroom teaching method, while the control group adopted traditional teaching method. After 8 class hours of training, the two groups were evaluated respectively in theory and practice, and the assessment results were compared. The enrolled students were asked to evaluate their improvement of self-comprehensive ability by questionnaire and compared the evaluation results. 
Results   The experimental group’s practical assessment score (41.66±1.57 vs. 36.29±2.02), the total theoretical and practical assessment score (88.26±2.06 vs. 82.17±2.48) and the improvement of comprehensive abilities including learning interest [ (3.9±0.4) points vs. (3.2±0.4) points], self-learning ability (3.7±0.4 vs. 3.1±0.9), clinical consultation ability (3.7±0.6 vs. 3.2±0.4) , innovation ability (3.6±0.5 vs. 2.9±0.5), interpersonal communication and teamwork ability (3.9±0.3 vs. 3.0±0.9) were higher than the control group. The differences were statistically significant (P<0.05).
Conclusions   PBL combined with flipped classroom teaching method can improve the teaching effect of stroke clinical education. 

Key words: Problem-based learning; Flipped classroom; Clinical medicine; Educational research