Perception of MBBS students to "flipped class room" approach in neuroanatomy module.
Perception of MBBS students to "flipped class room" approach in neuroanatomy module.
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DOI：
10.5115/acb.2015.48.2.138
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发表时间：
2015-06
影响因子：
1.1
通讯作者：
Chand P
中科院分区：
文献类型：
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作者：
Veeramani R;Madhugiri VS;Chand P
翻转课堂是一种以学习者为中心的方法，学习者负责上课，对主题有基本的理解，充分参与和参与讨论。本研究的目的是评估学生对翻转课堂教学法在神经解剖学模块中的感知，并评估翻转课堂教学法对学生的表现和态度的影响。选择的主题，以评估翻转课堂模式的第一年医学生是临床神经解剖学。130名一年级医学生参加了学习模块。学生被分成五组，五个病例场景涉及不同的临床相关区域的神经轴，不同的解剖复杂性产生。设计了前测和后测，以具体测试该课程宣布的学习目标。还评估了学生对这种教学模式的看法。86%的学生认为翻转课堂教学法比传统的教学法更能实现既定的学习目标，92%的学生认为课前提供的带问题的工作表能更好地理解主题，87%的学生认为，与教学式讲座相比，带参考的网络资源能激发更大的阅读兴趣。配对t检验显示，前后测成绩差异有高度显著性。学生对翻转课堂结构的反应基本上是积极的，这表明这是一个值得在未来几年追求的方法。
A flipped classroom is a learner centered approach in which the learner is responsible to attend the class with basic understanding of the subject to fully participate and engage in discussions. The aim of this study was to evaluate students' perception of flipped classroom approach for neuroanatomy module and assess the impact on their performance and attitudes. The subject chosen to evaluate the flipped classroom model for first year medical students was clinical neuroanatomy. One hundred and thirty first year medical students participated in the study module. Students were divided into five groups and five case scenarios pertaining to various clinically relevant regions of the neuraxis, with varying anatomical complexity were generated. The pre- and post-tests were designed to specifically test the declared learning objectives of the session. The perception of the students regarding this model of teaching and learning was also evaluated. Eighty-six percent of students felt that the flipped classroom approach was better at fulfilling the stated learning objectives than the conventional didactic teaching, 92% felt that the work-sheet with questions provided prior to the class enabled a better understanding of the subject and 87% were of the opinion that the web sources with references kindled a greater interest to read as compared with didactic lectures. The paired t test showed highly significant differences between the pre and post-test scores. Student response to the flipped classroom structure was largely positive, indicating it to be an approach worth pursuing in future years.