在医学解剖学教学中以学生为中心的翻转课堂方法的有效性:一项准实验性研究
Qianyin Yao1, Peiyi Zhu1, Xintian Yu1
1Department of Medicine, Jiaying University, Meizhou, China.
概括
翻转课堂模式增强了医学学生的自主学习和课堂参与解剖学,尽管知识熟练程度与传统方法相似.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 传统的解剖学教学在实现最佳学习成果和临床准备方面面临着挑战.
- 翻转课堂 (FC) 提供了一个混合学习方法,将在线灵活性与小组互动性相结合.
研究的目的:
- 为了比较翻转课堂 (FC) 教学方法与传统面对面 (F2F) 教学方法的有效性.
- 评估对第一年医学生的知识熟练程度,自主学习能力和课堂参与的影响.
主要方法:
- 一项涉及126名一年级临床医学学生的准实验性研究.
- 一个实验组 (n=67) 接受了FC指令;一个控制组 (n=59) 在18周内接受了F2F指令.
- 知识能力,自主学习和课堂参与度得分的比较.
主要成果:
- 在FC和F2F组之间的知识熟练度得分没有显著差异 (p=0.35).
- 与F2F组相比,FC组的自主学习能力得分明显高 (p<0.05).
- 与F2F组相比,FC组的课堂参与得分明显高 (p<0.001).
结论:
- 翻转课堂模式显著增强了自我指导的学习和在医学解剖学教育中的课堂参与.
- FC教学为教育工作者提供实用指导,并为教育理论提供经验支持.
- 虽然知识获取可能是可比的,但FC培养了临床实践中至关重要的关键非认知技能.
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