Table 1 Flipped classroom teaching plan based on ADDIE teaching concepts
Step | Teaching objectives | Teaching approach | Teaching evaluation | Class hours |
|---|---|---|---|---|
Analysis | 1. Complete the required teaching tasks. 2. Improve the overall clinical competence of residents. | Analysing and developing specific teaching programmes in combination with the actual learning situation of the students and the required teaching objectives. | 1. Theoretical knowledge assessment. 2. Skills assessment. 3. Assessment of independent learning ability. 4. Critical thinking ability assessment. | 4 |
Design | 1. Promote residents’ self-directed learning skills. 2. Cultivate critical thinking of residents. 3. Improve communication and collaboration between residents and their teams. | 1. Before the training, the teacher distributes theoretical knowledge and skills related to the course prepared in advance to the students in the form of texts or videos, etc. 2. Students learn through study materials and independent literature review. 3. Students discuss the difficulties encountered in the course through group work. 4. Teachers conduct bedside practical teaching. | 4 | |
Development | Development of specialised teaching methods based on the actual situation of the practitioner in order to improve the efficiency of learning. | Under the guidance of the teacher, the learning of theoretical knowledge will be further consolidated through the analysis of clinical teaching rooms and the allocation of specific learning tasks. | 6 | |
Imple mentation | 1. Learning of professional theoretical knowledge. 2. Training of relevant clinical skills. 3. Cultivation of communication skills and enhancement of clinical humanistic care. | 1. To sort out and report on special cases encountered in the clinic, and after the report, each group will analyse and discuss them, and continuously discuss and improve the treatment plan. 2. Teachers summarise and sort out the entire diagnosis and treatment process to promote students’ understanding and mastery of professional knowledge. | 18 | |
Evaluation | 1. Cultivate personal clinical comprehensive abilities 2. Develop correct professional values | 1. Students are assessed on their theoretical and professional skill knowledge at the end of the training. 2. Teachers comment and summarise the results of the assessment. | 1. Teacher’s assessment of the student’s overall individual clinical competence 2. Assessment of teaching quality | 6 |