对牙科学生对翻转课堂模型感知的不同因素的分析:一项为期6年的后续研究
Kathleen Fischer1, Michael Sekula2, David Hannigan1
1Department of Comprehensive Dentistry, University of Louisville School of Dentistry, Louisville, Kentucky, USA.
概括
牙科学生积极看待翻转课堂 (FC) 模式. 队列2喜欢课前材料,而队列1喜欢课堂活动,这表明定制课程设计至关重要.
科学领域:
- 牙科教育 牙科教育
- 教学教育学 在教学上
- 医学教育 医学教育
背景情况:
- 翻转课堂 (FC) 模式已经在临床前牙科教育中实施.
- 在不同队伍中评估学生对FC模型的看法对于教学改进至关重要.
- 了解代际差异以及COVID-19流行病等外部因素对学生学习经验的影响至关重要.
研究的目的:
- 为了比较牙科学生对翻转课堂 (FC) 模型的看法,在六年相隔的两个不同的队列中进行了翻转.
- 确定影响学生在临床前牙科课程中使用FC模型体验的因素.
- 评估代际变化,人口统计和COVID-19大流行对学生对FC模型的看法的影响.
主要方法:
- 两组二年级牙科学生参加了临床前牙科课程中的FC模型.
- FC模型包含了课前录制的视频/讲座和课堂上的互动练习.
- 为了评估学生的看法,进行了匿名调查,比较了2016 (队列1) 和2022 (队列2) 的数据.
主要成果:
- 两个队列都报告了FC模型的整体积极经验 (队列#1的平均评分为4.3,队列#2的平均评分为4.0).
- 第2组更喜欢课前材料 (视频/幻灯片),而第1组更喜欢课内讨论和练习.
- 在第2组中观察到明显的性别偏好差异,男性更喜欢FC方法的比例更高.
结论:
- 翻转课堂 (FC) 模式受到牙科学生的积极欢迎.
- 学生的偏好各不相同,较新的队列更喜欢课前的参与,而较早的队列更喜欢课堂活动.
- 未来的课程设计应考虑学生的人口统计和学习偏好,以优化FC模型的有效性.
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