Quoß Maximilian, Rüttermann Stefan, Gerhardt-Szep Susanne
Dermatologie und Allergologie, Kantonsspital Aarau, Aarau, Schweiz.
Poliklinik für Zahnerhaltung, Carolinum Zahnärztliches Universitäts-Institut gGmbH, Goethe-Universität Frankfurt am Main, Frankfurt am Main.
Z Evid Fortbild Qual Gesundhwes. 2017 Oct;126:84-93. doi: 10.1016/j.zefq.2017.07.007. Epub 2017 Oct 11.
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.
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.
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.
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±0.98 to 3.89±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.
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.
翻转课堂模式（ICM）是在线学习与面授学习的一种特殊结合。在修复牙科领域，文献中尚未描述在ICM设计中实施“同伴辅助学习”（PAL）的教学理念。
本研究的目标是开发一种跨年度的PAL形式的ICM课程（ICM-cyPAL），然后进行引入和评估。
该试点项目在法兰克福歌德大学的牙科诊所进行，在对其进行概念开发并在三个连续的一年级临床学期（大学第六学期）的学生中实施后，对ICM-cyPAL课程进行了评估。使用一种评估工具收集关于接受度、导师有效性、小组互动模式和学习策略的数据。
121名学生（受辅导者）参与了三个队列。回复率达到98.3%。总体而言，该课程的平均评分为6.97±1.93（从1=不满意到10=优秀）。正如受辅导者所解释的，导师给予小组的关注“恰到好处”（4.65±1.04；其中1=控制过度，4=恰到好处，7=让小组自行其是时间过长），并且交谈“量恰到好处”（4.54±0.95；其中1=过多，4=恰到好处，7=交谈过少）。导师有效性的结果在3.26±0.94至3.78±0.87之间；对于小组互动模式的评估，平均值在3.41±0.98至3.89±0.73之间（李克特量表，1=完全不同意至5=完全同意）。关于所调查的学习策略，“资源管理”和“学习材料的实施”维度分别获得了最高和最低排名。
受辅导者对牙科背景下新开发和实施的ICM-cyPAL课程的评价主要是积极的。结构化培训计划的主题方向需要优化。该课程本身需要高度的组织以及雄厚的资金和人员资源。
