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翻转课堂和传统讲座方法在解剖学教学中的比较研究

Shweta Jha¹, Ruchira Sethi², Mukesh Kumar³

¹Department of Anatomy, Netaji Subhas Medical College and Hospital, Patna, IND.

|August 12, 2024

概括

与传统讲座相比,翻转课堂 (FC) 方法显著改善了医学学生的解剖学学习. 学生报告了对FC的积极看法,强调了它对参与和表现的好处.

科学领域:

医学教育医学教育
解剖学课程开发课程的发展
高等教育中的教育学.

背景情况:

国家医学委员会 (NMC) 在2019年在印度引入了基于能力的医学教育 (CBME),强调以学习者为中心的方法.
正在采用翻转课堂 (FC) 等创新的教学策略,以支持CBME的实施.
FC方法涉及课前学习与课堂上的积极讨论,以提高批判性思维和记忆力.

研究的目的:

为了比较翻转课堂 (FC) 方法与传统教学讲座 (DL) 的有效性,用于第一阶段医学学生的解剖学.
在解剖学课程的背景下,评估学生对翻转课堂 (FC) 方法的看法.

主要方法:

一项涉及96名第一阶段医学学习者的研究是在机构道德委员会批准和知情同意后进行的.
学生被随机分配到特定解剖学主题的FC或DL,并为另一个主题进行交叉设计.
评估包括前测试和后测试,并使用利克特级别问卷收集学生的看法.

主要成果:

对于所研究的主题,FC和DL组之间的测试后得分观察到有统计学意义的差异.
学生对翻转课堂 (FC) 方法的看法在各个方面都非常肯定.
FC方法对学习者参与度和学业成绩产生了积极影响.

结论:

翻转课堂 (FC) 方法为医学学生提供了优势,提高了解剖学的参与度和学术表现.
学生的积极看法表明,FC方法是医学教育的宝贵教学工具.
有效地实施FC需要精心规划,持续的动机和持续的努力,倡导其更多的使用.

关键词:

人体解剖学解剖学解剖学基于能力的医学教育.教学讲座教学讲座教学讲座教学讲座教学讲座翻转了教室的情况.教学学习方法的教学方法.

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