翻转课堂对药学学生基于证据的医学技能的影响
Amanda Margolis1, Marina Maes1, Anna Erickson1
1University of Wisconsin-Madison, School of Pharmacy, Madison, WI, USA.
翻转的教学模式显著提高了药学学生的基于证据的医学 (EBM) 技能,通过临床调查 (CI) 评分来衡量. 这种方法提高了文献评估和证据总结方面的技能,并转化为基于实践的设置.
科学领域:
- 药房教育 教育 药房教育
- 医学教学医学教学
- 基于证据的医学基于证据的医学.
背景情况:
- 临床调查 (CI) 任务的传统讲座式学习在2020年过渡到翻转模型.
- 翻转模型包含异步演示与课前作业和同步的积极学习讨论.
研究的目的:
- 评估翻转教学模式对药学学生基于证据的医学 (EBM) 技能的影响.
- 评估翻转模型实施后临床调查 (CI) 评分的变化.
主要方法:
- 基于讲座的队列 (2019年) 的CI分数与第三年 (P3) 和高级药学实践经验 (APPE) 学生的翻转队列 (2020-2021) 的CI分数进行了比较.
- 用一个标题来评估CI得分,其中包含文献适当性,证据摘要和基于证据的答案的子得分.
主要成果:
- 与讲座队列相比,翻转队列的平均整体CI分数有所改善 (P3增加4.2%,APPE增加6.7%).
- 在翻转模型中,在P3和APPE两级的文献适当性和证据总结子值中观察到具有统计学意义的增加.
- 在课堂上积极练习的技能中,改进最为明显.
结论:
- 一个翻转的教学模式导致药学学生的EBM技能显著提高,由更高的CI分数证明.
- 翻转模型,特别是强调主动学习,增强了直接适用于实践环境的技能.
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