Tune Johnathan D, Sturek Michael, Basile David P
Department of Cellular and Integrative Physiology, Indiana University School of Medicine, Indianapolis, Indiana.
Adv Physiol Educ. 2013 Dec;37(4):316-20. doi: 10.1152/advan.00091.2013.
The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.
本研究的目的是评估传统的基于讲座的课程与为一年级研究生提供的心血管、呼吸和肾脏生理学的改良“翻转课堂”课程的有效性。两门课程的学生都获得了相同的笔记和录制的讲座。改良翻转课堂的学生被要求在课前观看预先录制的讲座，然后上课，在课堂上他们会收到涵盖每次讲座内容的测验或作业（占期末成绩的25%），随后是问答/解决问题环节。在传统课程中，参加讲座是可选的，并且没有测验。通过让两门课程的学生参加相同的多项选择题考试来评估有效性和学生表现。在一组可比的研究生中，翻转课程的参与者在心血管、呼吸和加权累积部分的得分显著更高（P≤0.05），平均高出>12个百分点。翻转课程学生在肾脏部分的考试平均分也往往高出约11个百分点（P = 0.06）。根据我们的经验以及在匿名学生调查中获得的反馈，我们认为使用作业和课堂测验是可能导致学生考试成绩提高的关键激励因素。综上所述，我们的研究结果支持翻转课堂模式是向研究生传播关键生理学概念的一种非常有效的方式。
