Sample selected
The subjects of the study were college students of Grade 2020 from the Department of Clinical Medicine of West Anhui Health Vocational College. 51 classmates in Class 2003 are assigned into reforming group(micro-course combined with flipped classroom), and 52 classmates in Class 2004 are distributed into traditional group. All students are divided into classes according to the order of enrollment, regardless of their enrollment results. All courses are conducted according to the syllabus, and emergency medicine was taught by the same teacher. The procedure in this research was approved by the Ethics Committee of West Anhui Health Vocational College, and informed consent was obtained from the students.
The design and application of micro-course and flipped class
The education method of micro-course combined with flipped classroom was employed at the experimental group. The micro-video was made according the comtents of each chapter. The teaching material is Emergency Medicine (4th edition) published by the People's Health Publishing House, PR China. According to the requirements of the syllabus, a total of 17 knowledge points were made into micro videos, totaling 120 minutes. (Table 1).
Table 1
Contents of Teaching and Micro-Videos
|
Chapter
|
Title
|
Micro-Video
|
Video Length
|
2
|
Cardiopulmonary-cerebral resuscitation
|
CPR operation and Use of defibrillator
|
10 min
|
3
|
Shock
|
Deep venipuncture for catheterization
|
10 min
|
4
|
Fever
|
First aid treatment for febrile convulsions
|
10 min
|
5
|
Expiratory dyspnea
|
Use of ventilator
|
5 min
|
6
|
Disorder of co-
sciousness
|
First aid procedures for stroke patients
|
5 min
|
7
|
Acute pain
|
First aid procedures for acute chest pain
|
10 min
|
7
|
Acute pain
|
First aid process for acute abdomen
|
10 min
|
7
|
Acute pain
|
Abdominal paracentesis
|
5 min
|
9
|
Hyperspasmia
|
First aid treatment process of epilepsy
|
5 min
|
11
|
Oligouria, anuria, and urinary retention
|
The management of urinary retention
|
5 min
|
12
|
Trauma first aid
|
Intrracheal intubation technique
|
5 min
|
12
|
Trauma first aid
|
Chest closed cavity drainage was performed
|
10 min
|
12
|
Trauma first aid
|
Debridement and suturing
|
5 min
|
12
|
Trauma first aid
|
Application of bedside ultrasound
|
5 min
|
13
|
Acute poisoning
|
Gastrolavage
|
5 min
|
14
|
Injury of environmental and physicochemical factors
|
First aid treatment of a venomous snake bite
|
5 min
|
15
|
Dibaster assistance
|
First aid treatment of the batch wounded
|
10 min
|
Pre-class:
The teacher upload micro-course videos to the Chao-xing Campus Online Teaching Platform. The videos were taken by the teaching and research department of emergency medicine according to the teaching aims and demands. Teachers require students to learn and watch the video pre-class. The students can watch micro-videos at any time on the online platform. At the same time, students can leave messages on the platform about knowledge points what they do not understand, so that teachers can answer questions in class.
Attend class:
First step, sign in, then the teacher review what learned in the last lesson. According to students' messages on the platform, systematically explain the knowledge points that they do not understand.
Next, Class discussion: The teacher put up some issues and typical clinical cases according to the learning contents of the micro video. The students were divided into different groups, and each group discussed the questions and the clinical cases raised by the teacher. Then they apply the speculative knowledge to clarify these issuess. After that, the educator thoroughly arouse students to consider issues and clinical cases, and instruct them to check out problems cleverly and correctly. This part is leading put into effect based on the flipped classroom.
At last, classroom check: the teachers set up a classroom check and ask every student to complete it on one's own in order to assess students’ grasping ratio of the study content.
Implementation of the Traditional Education Methods
Traditional didactic teaching is used for traditional groups. The teacher uses slides for teaching, the students accept passively, and the teacher assigns homework after class. Students are also required to prepare courses according to the requirements of the syllabus before class.
Impact Assessment
Emergency Medicine is a compulsory course, and the teaching effect evaluation is conducted in the form of closed-book examination. The examination papers are arranged by the teaching and research group and reviewed by the teachers. The assessment results are based on a 100 percent system. The final scores of the students are collected and analyzed statistically.
After the course, we distirbute questionnaire investigation to students. The students fill in the questionnaire investigation as an unnamed method. The questionnaire investigation is devised according with the effective questionnaire of preliminary research[14, 15].
Statistical Methods
Data were analyzed using the SPSS19.0 statistical software. Count data were expressed as number of cases (n, %), using the four-grid table χ2Test; the quantitative data are expressed as mean ± standard deviation. Comparisons between the two groups were made using an independent sample t-test. Values displaying a P <0.05 were considered as being statistically significantly different.