Effectiveness and Improvement Strategies for Integrating Inquiry-Based, Small-Group, and Flipped Classroom Approaches in Obstetrics and Gynecology Education

Inquiry-based small-class teaching is student-centered and problem-oriented. It takes group learning as the basic form, and promotes students’ knowledge construction and clinical thinking development through in-depth interactive learning in small classes. The flipped classroom relies on students’ self-study before class and high-level learning tasks in class. It has been proven effective in many disciplines, which can improve learning engagement, promote peer cooperation, enrich classroom interaction, and strengthen students’ clinical thinking. When applying the combined model of inquiry-based small-class teaching and flipped classroom in obstetrics and gynecology teaching, low student participation is a common problem. Taking the teaching practice of obstetrics and gynecology in West China Second University Hospital of Sichuan University as an example, this paper introduces the implementation process and teaching effects of the integrated teaching mode, and puts forward targeted improvement measures to solve the problem of low student participation. The results show that this combined teaching model can obviously raise students’ participation and overall ability, and it is feasible and effective in the teaching of obstetrics and gynecology. 探究式-小班化课程坚持以学生为中心、以问题为导向，以小组为基本单元，通过小规模深度互动促进知识建构与临床思维的发展。翻转课堂以课前自主学习为基础、以课中高阶任务为抓手，已在多学科教学中被证实有效，可提升学习投入，促进同伴协作，优化课堂互动，并强化临床思维。在妇产科学教学中实施探究式-小班化结合翻转课堂模式过程中，发现学生参与度偏低。基于此，本文系统梳理四川大学华西第二医院妇产科学探究式-小班化与翻转课堂融合的实践路径与教学成效，并针对学生参与度偏低的问题提出针对性改进策略。结果显示，探究式-小班化与翻转课堂融合的教学模式能够有效提升学生的参与度与综合胜任力，在妇产科学教学中具备良好的可行性与应用有效性。