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翻转课堂效应:提高教师和住院人员在眼科住院的参与度和满意度

Suma K Thareja¹, Brandon Kennedy², Rachel Simpson³

¹Department of Medical Education, Medical College of Wisconsin, Milwaukee, Wisconsin.

Journal of surgical education

|October 24, 2025

概括

翻转课堂模式 (MOLE) 最初提高了眼科住院的满意度和参与度. 维持这种积极学习方法需要随着时间的推移适应居民的需求.

科学领域:

医学教育医学教育
进行外科手术培训.
眼科医生眼科眼科

背景情况:

在外科住院的传统讲座往往会带来适度的满意度.
翻转课堂模式 (MOLE) 提供了一个替代的积极学习策略.
评估MOLE对居民和教师经验的长期影响至关重要.

研究的目的:

评估MOLE翻转课堂对眼科住院生和教师的三年纵向影响.
评估居民和教师满意度,参与度和教育成果的可持续性.
识别不断变化的学习者需求,并调整积极学习课程.

主要方法:

一个前性的纵向研究,使用匿名调查 (5点利克尔特尺度) 在基线,在MOLE实施后的1年和3年.
这些指标包括教师和居民的满意度,学习偏好,感知障碍,出席率和准备时间.
眼科知识评估计划 (OKAP) 的分数在MOLE前后被分析.

主要成果:

最初对MOLE的偏好很高 (教师88%,居民100%),教师满意度增加 (4.1/5).
在MOLE后的一年内,居民教学出席率从61.7%提高到84.2%.
在3年后,教师偏好仍然很高 (83.3%),但居民偏好下降 (63.6%),特别是在初级居民中. OKAP分数从51.8增加到70.1.1. 这是一个很好的结果.

结论:

摩尔的翻转课堂模式最初提高了眼科医生住院的满意度和参与度.
纵向数据表明需要持续适应,以满足不同培训水平的不断变化的居民需求.
这些发现与实施积极学习策略的外科教育计划有关.

关键词:

积极学习是积极学习.课程的发展课程的发展.翻转了教室的情况.研究生医学教育的研究生.眼科教育眼科教育居民教育居民教育

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