通过翻转课堂模型以学习者为中心的微生物学教学:混合方法教育研究的见解
Dipender Kaur Najotra1, Sarika Ghai, Iqra Khan
1Department of Microbiology, Acharya Shri Chander College of Medical Sciences and Hospital, Jammu, Jammu and Kashmir, India.
Annals of African medicine
|February 8, 2026
概括
翻转课堂 (FCR) 模型通过提高学生的参与度,理解度和满意度来增强医学微生物学教育. 这种积极学习方法有效地融入了基于能力的医学教育.
科学领域:
- 医学教育 医学教育
- 微生物学 微生物学
- 教学教育学 在教学上
背景情况:
- 医学教育越来越多地使用技术来培养能力.
- 翻转课堂 (FCR) 模式促进以学习者为中心的教学和深度学习.
- 这项研究研究了FCR在医学微生物学II阶段的实施.
研究的目的:
- 在第二阶段的微生物学教学中引入FCR.
- 评估学生对FRC的看法.
- 评估教师对FCR作为教学工具的看法.
主要方法:
- 这是一项为期3个月的混合方法研究,涉及75名MBBSII期学生和8名教师.
- FCR应用于生物医疗废物和感染控制等主题.
- 通过利克特比例问卷和定性访谈/讨论收集的反.
主要成果:
- FCR显著改善了学生的参与 (90.7%的互动课程),理解和满意度.
- 学生高度重视课前材料 (98.7%) 和教师支持 (88%).
- 主题分析证实了更多的参与,改善的留守和有效的教师便利.
结论:
- 在医学微生物学中,FCR增强了参与,理解,满意度和学习成果.
- FCR是基于能力的医学教育中积极学习的实用和可扩展的方法.
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