Yueyang Chai, Li Wang, Haiyan Chen
Department of Emergency Medicine, Second Affiliated Hospital of School of Medicine, Zhejiang University, Hangzhou, 310052, China.
Department of General Medicine, Lanxi People's Hospital, 1359 Xishan Road, Lanxi City, Jinhua City, Jinhua, Zhejiang Province, 321100, China.
BMC Med Educ. 2025 Aug 25;25(1):1196. doi: 10.1186/s12909-025-07787-3.
This study aimed to evaluate the effectiveness of combining the One-Minute Preceptor (OMP) and Flipped Classroom (FC) methods in clinical teaching for general medicine residents during their standardized training.
A total of 80 general medicine residents undergoing standardized training at our hospital between June 2023 and December 2024 were selected as study participants. These residents were randomly assigned to either an experimental group (n = 40) receiving the OMP/FC teaching method or a control group (n = 40) following traditional teaching methods. The effectiveness of the teaching methods and resident satisfaction were assessed through exit examinations and a questionnaire survey.
There was no significant difference in gender, age and other general data between the two groups. The experimental group showed significantly higher performance in the exit examination compared to the control group, with superior scores in theoretical assessments, first-round medical record writing, major case documentation, and clinical reasoning (P < 0.05). Additionally, survey results indicated that the experimental group exhibited better abilities in disease history taking, physical examination, and interpreting auxiliary examinations (P < 0.05). While improvements in theoretical knowledge, medical record documentation, and clinical reasoning were statistically significant (P < 0.05), the size of the improvement for some measures, such as satisfaction ratings, were modest and may not be clinically meaningful.
The combination of the OMP and FC methods significantly improved the clinical training outcomes for general medicine residents. These methods enhanced key clinical skills, increased teaching effectiveness, and fostered higher levels of resident satisfaction, making them a promising approach for clinical education in primary care.
本研究旨在评估一分钟预诊法（OMP）与翻转课堂（FC）相结合的教学方法在全科住院医师规范化培训临床教学中的有效性。
选取2023年6月至2024年12月在我院接受规范化培训的80名全科住院医师作为研究对象。这些住院医师被随机分为实验组（n = 40），采用OMP/FC教学方法，或对照组（n = 40），采用传统教学方法。通过结业考试和问卷调查评估教学方法的有效性和住院医师满意度。
两组在性别、年龄等一般资料方面无显著差异。与对照组相比，实验组在结业考试中的表现显著更高，在理论评估、第一轮病历书写、主要病例记录和临床推理方面得分更高（P < 0.05）。此外，调查结果表明，实验组在病史采集、体格检查和辅助检查解读方面表现出更好的能力（P < 0.05）。虽然理论知识、病历记录和临床推理的改善具有统计学意义（P < 0.05），但某些指标（如满意度评分）的改善幅度较小，可能在临床上无意义。
OMP与FC方法相结合显著提高了全科住院医师的临床培训效果。这些方法提高了关键临床技能，增强了教学效果，提高了住院医师的满意度，使其成为基层医疗临床教育的一种有前景的方法。
