内科危重症实习小讲座的教学创新——基于短视频误导信息辨别的翻转课堂实践
Teaching innovation in critical care internship mini-lectures: A flipped classroom practice based on critical analysis of medical misinformation in short-form videos

聂子元.内科危重症实习小讲座的教学创新——基于短视频误导信息辨别的翻转课堂实践[J].内科急危重症杂志,2026,32(2):177-181

DOI：10.11768/nkjwzzzz20260215

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作者	单位	E-mail
聂子元		jiawei@tjh.tjmu.edu.cn

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中文摘要:

摘要目的：探讨基于短视频误导信息批判的翻转课堂模式在内科危重症实习小讲座教学中的应用效果。方法：选取60名实习期间医学生为研究对象。所有学生先后接受3次传统小讲座（传统教学模式）和3次基于短视频误导信息批判的翻转课堂教学的小讲座（实验教学模式）。教学内容覆盖冠心病、白血病并发症等内科危重症主题。实验教学模式以误导性短视频为引，采用课前辨析、课堂讨论与角色扮演等形式开展。课程结束后采用自编问卷对两种模式进行效果对比，组间比较采用t检验。结果：实验教学模式在教学满意度（各题均分4.2~4.7）、信息辨别能力（均分4.4~4.5）、疾病理解深度（均分4.2~4.5）、课堂参与度（均分4.3~4.6）及思政认同（均分4.7）等方面显著优于传统模式（P均<0.001）。结论：将短视频误导信息批判与翻转课堂结合的实习阶段小讲座教学模式，能有效提升实习医学生的临床信息鉴别能力、危重症知识掌握水平、课堂参与积极性及职业责任感，具有较好的应用与推广价值。

英文摘要:

Abstract Objective: To investigate the application effect of a flipped classroom model based on short video misinformation critique in teaching small lectures during internal medicine critical care internships. Methods: A total of 60 medical students during their internship were selected as the research subjects. All students sequentially participated in 3 traditional small lectures (traditional teaching model) and 3 small lectures based on the flipped classroom model incorporating short video misinformation critique (experimental teaching model). The teaching content covered internal medicine critical care topics such as coronary heart disease and complications of leukemia. The experimental teaching model used misleading short videos as a trigger, employing forms such as pre-class identification and analysis, in-class discussion, and role-playing. After the course, a self-designed questionnaire was used to compare the effects of the two models, and a t -test was used for inter-group comparison. Results: The experimental teaching model was significantly superior to the traditional model in terms of teaching satisfaction (mean score for each item: 4.2-4.7), information discrimination ability (mean score: 4.4-4.5), depth of disease understanding (mean score: 4.2-4.5), classroom participation (mean score: 4.3-4.6), and ideological and political identity (mean score: 4.7) (all P< 0.01). Conclusion: The teaching model for internship-stage small lectures that combines short video misinformation critique with the flipped classroom can effectively enhance intern medical students' clinical information discrimination ability, mastery of critical illness knowledge, classroom participation enthusiasm, and sense of professional responsibility, demonstrating good application and promotion value.