翻转课堂模式与基于互动讲座的学习在本科儿科教育中的影响:一个交叉研究
1Department of Pediatrics, MGM Medical College, Indore, Madhya Pradesh, India.
Bioinformation
|February 9, 2026
概括
在儿科教育中,翻转课堂模式 (FCM) 提高了学生的参与度,而不是传统的基于讲座的学习 (LBL). FCM改善了医学学生的即时知识获取.
科学领域:
- 医学教育 医学教育
- 儿科教育 儿科教育
- 教学教育学 在教学上
背景情况:
- 在本科儿科中,传统的以讲座为基础的教学导致被动学习.
- 需要更有效的教学策略来提高学生的参与度.
- 医学教育需要创新的方法,以更好地保留知识.
研究的目的:
- 为了比较翻转课堂模型 (FCM) 与基于讲座的学习 (LBL) 的有效性.
- 评估FCM对本科儿科教育中立即知识获取的影响.
- 评估学生对不同教学方法的参与.
主要方法:
- 通过交叉设计进行了一项教育干预研究.
- 232名医学三年级学生被分成两组.
- 每组经历了两个儿科主题通过FCM和两个通过LBL超过五个月.
主要成果:
- 翻转课堂模型 (FCM) 组在课堂讨论之前接受了预读材料和演讲.
- 基于讲座的学习 (LBL) 涉及由教师领导的课程,包括集成的问题和讨论.
- 在立即获取知识方面,FCM比LBL更有效.
结论:
- 翻转课堂模式是一个比交互式讲座更有效的教学策略.
- 在本科儿科教育中,FCM增强了即时的知识获取.
- 这项研究支持在医学课程中采用FCM.
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