实施翻转课堂模型以提高药理学知识的保留:塞梅尔维斯大学的当地案例研究
Zsófia Onódi1,2, Pál Riba1,2, Péter Ferdinandy1,2
1Department of Pharmacology and Pharmacotherapy, Semmelweis University, Nagyvárad tér 4, Budapest, H-1089, Hungary.
BMC medical education
|February 28, 2025
概括
翻转课堂 (FC) 方法改善了医学学生的药理学知识长期保留. 虽然有吸引力,FC需要大量的准备,并面临教师的阻力,影响整体考试成绩.
科学领域:
- 医学教育 医学教育
- 药理学教学 药理学教学 药理学教学
- 教育策略 教育策略
背景情况:
- 翻转课堂 (FC) 是一种引人入胜的教育模式,在高等教育,包括医学领域,正在获得引力.
- 关于FC对学生成绩的长期影响,特别是药理学知识保留的数据有限.
- 这项研究研究了FC对塞梅尔维斯大学药理学学习的影响.
研究的目的:
- 评估翻转课堂方法对医学学生药理学成绩的短期和长期影响.
- 在FC会议后立即,两周和六个月评估知识保留.
- 探索学生和教师对药理学教育中的FC方法的看法.
主要方法:
- 161名医学学生和10名教师参加了四次翻转课堂研讨会.
- 学业成绩使用多项选择测试在立即,两周和六个月的随访中进行了测量.
- 通过问卷收集学生和教师的感知.
主要成果:
- 在大多数主题中,FC方法显著提高了药理学中的短期和长期知识保留率.
- 对特定主题的研讨会后,观察到长期保留知识的时间长达六个月.
- 总体而言,与传统方法相比,学术成绩和考试成绩并没有显著改善.
- 学生们积极看待FC的互动性,但指出准备时间是一个缺点.
- 教师们普遍偏爱FC,尽管经验丰富的教育工作者表现出较少的接受度.
结论:
- 翻转课堂是药理学教育的可行策略,有可能促进学生的参与和知识保留.
- 对FC实施的重大挑战包括学生的时间限制和教师的抵抗.
- 可能需要进一步的研究来优化FC以获得更广泛的学术成果并克服采用障碍.
相关概念视频
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