在药学教育中翻转课堂:系统性审查
Najwa Aljaber1, Jamilah Alsaidan1, Nada Shebl2
1Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia.
概括
药学教育中的翻转课堂模式通常会提高学生的成功和表现,尽管存在诸如增加工作量和不一致的实施等挑战. 药学学生往往更喜欢这种混合学习方法,而不是传统的讲座.
科学领域:
- 药房教育 教育 药房教育
- 高等教育教学的教学.
- 混合式学习是一种混合式学习.
背景情况:
- 翻转教室 (FCs) 是一种结合在线和课堂活动的混合学习模式,在高等教育中越来越多地被采用,特别是对于医疗保健学生.
- 教育机构面临着提供相关课程和为学生提供当代社会必需的技能的压力.
- FC模型促使教师重新评估教学策略,以培养成功的研究生.
研究的目的:
- 系统地审查药房教育中翻转课堂教学方法的有效性.
- 总结了在药房课程中实施翻转课堂模式的指导.
主要方法:
- 按照PRISMA 2020指南进行系统审查.
- 通过使用预定义的纳入/排除标准,四名审查员对八个数据库进行交叉选.
- 对学生和教育工作者感知的定性主题分析;使用MERSQI和JBI检查清单进行评估.
主要成果:
- 在330篇选文章中,包括了35篇. 68%的研究表明,翻转学习可以提高学生的成功和考试成绩.
- 虽然大多数学生报告了积极的看法,但有些人指出,课前工作量和评估清晰度存在挑战.
- 发现FC模型可以提高批判性思维,沟通技巧,自信和时间管理.
结论:
- 药学学生通常更喜欢翻转课堂模式,而不是传统的讲座,当有效实施时.
- 成功的整合需要与核心教学元素保持一致,并仔细考虑学生的工作量.
- 潜在的挑战包括对自主导的课前学习需求的增加.
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