a School of Medicine , Federal University of Juiz de Fora , Juiz de Fora , Brazil.
Med Teach. 2018 Dec;40(12):1248-1256. doi: 10.1080/0142159X.2018.1426837. Epub 2018 Jan 21.
The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences.
An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics. Students were evaluated about their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge (Palmore and cognitive knowledge), skills (standardized patient assessment), and satisfaction with the activities.
A total of 243 students were assessed. The FL group demonstrated greater gains in knowledge among students and improved attitude compared to the TR. We found no differences in the skills using a standardized patient. In addition, students exposed to FL felt more prepared to treat older people, believed they had more knowledge, were more satisfied, and evaluated the discipline's format better in relation to the traditional group.
Strategies in teaching geriatrics can impact students' knowledge, attitudes, and satisfaction with the course. We found that the way this teaching is delivered can influence students' learning, since there were differences between active and traditional strategies.
本研究旨在探讨两种老年医学教学策略（翻转课堂-FL 和传统讲座-TR）与对照组（无干预）对学生能力的影响。
在医学三年级进行了一项干预研究。两种不同的教学策略（翻转课堂和传统讲座）被纳入老年医学的理论-实践课程。学生对老年人的态度（麦克斯韦-沙利文，加州大学洛杉矶分校老年态度）、同理心（麦克斯韦-沙利文）、知识（Palmore 和认知知识）、技能（标准化患者评估）和对活动的满意度进行了评估。
共评估了 243 名学生。与 TR 组相比，FL 组学生的知识增长更大，态度也有所改善。我们在使用标准化患者的技能方面没有发现差异。此外，与传统组相比，接受 FL 的学生感到更有准备去治疗老年人，认为自己有更多的知识，更满意，对课程的评价也更好。
老年医学教学策略可以影响学生的知识、态度和对课程的满意度。我们发现，教学方式的不同会影响学生的学习，因为主动式和传统式策略之间存在差异。
