结果试验组的心律失常理论考核成绩、病例分析考核成绩、课堂参与度评分分别为（90.06±4.95）分、（92.34±3.81）分和（93.66±3.50）分，明显高于对照组的（83.97±6.05）分、（82.71±6.02）分和（83.03±5.16）分（P<0.05）。试验组的教学满意度显著高于对照组（94.3% vs. 71.4%, P<0.05），教学效果也更好（P<0.05）。结论翻转课堂结合PBL教学法应用于心律失常临床教学，有利于增强学生的学习效果和提高学习成绩，值得进一步推广。
Abstract：ObjectiveTo explore the application value of flipped classroom combined with problem-based learning (PBL) teaching method in clinical teaching of arrhythmia. MethodsWe selected 70 clinical medical interns of grade 2017. They were randomly divided into control group in the traditional teaching method and experimental group in the flipped classroom combined with PBL teaching method, each with 35 cases. By anonymous questionnaire survey, we compared and analyzed the academic performance, students’ classroom participation and teaching satisfaction between the two groups of students. ResultsIn the experimental group, the scores of theore-tical examination and case analysis on arrhythmia, and scores of classroom participation are separately 90.06±4.95, 92.34±3.81 and 93.66±3.50, significantly higher than those in the control group (83.97±6.05, 82.71±6.02 and 83.03±5.16, respectively，P<0.05). The teaching satisfaction of the experimental group is significantly higher than that of the control group (94.3% vs. 71.4%, P<0.05), with better teaching effect(P<0.05). ConclusionThe application of flipped classroom combined with PBL teaching method in clinical teaching of arrhythmia is beneficial to enhance the learning effect of
students and improve their academic performance, which is worthy of being further popularized.
