Cross-year peer-assisted learning using the inverted ("flipped'') classroom design: A pilot study in dentistry
Cross-year peer-assisted learning using the inverted ("flipped'') classroom design: A pilot study in dentistry
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DOI：
10.1016/j.zefq.2017.07.007
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发表时间：
2017-10-01
影响因子：
1.1
通讯作者：
Gerhardt-Szep, Susanne
中科院分区：
文献类型：
--
作者：
Quoss, Maximilian;Ruettermann, Stefan;Gerhardt-Szep, Susanne
背景：倒置课堂模式（ICM）代表了在线学习和出勤学习的特殊组合。在ICM设计中实施“同伴辅助学习”（PAL）的教学概念尚未在修复牙科领域的文献中描述。目的：本研究的目标是开发跨年度PAL格式的信息通信服务（ICM-cyPAL），并对其进行介绍和评价。方法：该试点项目在法兰克福/美因歌德大学的牙科诊所进行，在第一个临床学期，（大学第六学期）对ICM-cyPAL产品进行了评估。数据的接受，导师的有效性，小组互动模式和学习策略收集使用evaluative instrument.Results：121名学生（tutees）参加了三个队列。回答率达到98.3%。总体而言，该产品的平均评分为6.97 +/- 1.93（从1 =不满意到10 =优秀）。正如导师们解释的那样，导师们对这个群体的关注是“恰到好处”的。（4.65 +/- 1.04;其中1 =控制欲太强，4 =恰到好处，7 =独自离开小组太久），并说“恰到好处”（4.54 +/- 0.95;其中1 =太多，4 =刚好，7 =太少）。导师有效性的结果达到3.26 +/- 0.94和3.78 +/- 0.87之间的值;对于组交互模型的评估，平均值从3.41垂直于0.98到3.89垂直于0.73（在1 =完全不同意到5 =完全同意的李克特量表上）。关于调查的学习策略，“资源管理”和“学习材料的实施”维度分别获得最高和最低排名。结论：受辅导者对牙科领域新开发和实施的ICM-cyPAL产品的评价主要是积极的。结构化培训方案的主题方向需要优化。提供服务本身既需要高度的组织，也需要坚实的财政和人力资源。
Background: The inverted classroom model (ICM) represents a special combination of online and attendance learning. The implementation of the didactic concept of "peer-assisted learning'' (PAL) within an ICM design has not yet been described in the literature for the field of restorative dentistry. Objective: It was the goal of the present study to develop an ICM offering in a cross-year PAL format (ICM-cyPAL), and then introduce and evaluate it.Method: The pilot project was conducted at the dental clinic at the Goethe University of Frankfurt/Main, where following its conceptual development and implementation with three consecutive cohorts of students in their first clinical semester (the sixth semester at university) the ICM-cyPAL offering was evaluated. Data on acceptance, tutor effectiveness, group interaction models and learning strategies were collected using an evaluative instrument.Results: 121 students (tutees) participated in three cohorts. The response rate reached 98.3 %. In total, the offering was given an average rating of 6.97 +/- 1.93 (from 1 = unsatisfactory to 10 = excellent). As the tutees explained the attention that the tutors employed gave to the group was "just right'' (4.65 +/- 1.04; where 1 = too controlling and 4 = just right to 7 = left the group on their own too long) and talked "just the right amount'' (4.54 +/- 0.95; where 1 = too much and 4 = just right to 7 = talked too little). The results for tutor effectiveness reached values between 3.26 +/- 0.94 and 3.78 +/- 0.87; for the evaluation of group interaction models average values were obtained from 3.41 perpendicular to 0.98 to 3.89 perpendicular to 0.73 (on a Likert scale of 1 = do not at all agree to 5 = completely agree). Concerning the surveyed learning strategies, the dimensions of "resource management'' and "implementation of the learning materials'' were given the highest and lowest rankings, respectively.Conclusion: The tutees' ratings of the newly developed and implemented ICM-cyPAL offering in the dental context were mainly positive. The thematic orientation of the structured training program needs to be optimized. The offering itself requires both a high degree of organization and solid financial and staffing resources.