向放射学专业的诊断放射学教学:反转课堂模型的实施和评估
Ying Qi1, Pengfei Zhao2, Ruobing Bai1
1Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China.
与传统的基于讲座的学习 (LBL) 相比,翻转课堂 (FC) 方法显著提高了放射学学生的学业表现和学习主动性. FC教学还促进了批判性思维,并提高了学生的整体满意度.
科学领域:
- 医学教育 医学教育
- 放射学培训 放射学培训
- 教学教育学 在教学上
背景情况:
- 基于讲座的学习 (LBL) 是放射学中的传统,往往缺乏参与.
- 以学生为中心的模式,如翻转教室 (FC),提供了替代方案.
- 需要在放射学教育中对FC进行全面评估.
研究的目的:
- 分析FC方法在放射学中的教学效果.
- 评估学生的经验和学习成果与FC.
- 在放射学教学中,将FC与LBL进行比较.
主要方法:
- 对636名放射学学生 (2012-2021) 的数据进行了回顾性分析.
- 使用FC和LBL模型教授的学生之间的比较.
- 测试成绩的评估,学习主动性,批判性思维和自我感知.
主要成果:
- 与LBL相比,FC组的测试成绩明显更高,学习主动性/能力有所改善.
- 批判性思维倾向没有显著差异,但FC的积极趋势较高.
- FC组报告了更高的学术和社会自我认知得分.
结论:
- FC教学提高了学业成绩,学习主动性,诊断能力和满意度.
- FC促进学习风格的同化,培养批判性思维.
- FC是放射学教育的有效模式,改善了学生的成绩.
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