Department of Medical Humanities, College of Medicine, Yeungnam University, Daegu, South Korea.
Department of Medical Education, School of Medicine, Dongguk University, 32 Dongguk-ro, Ilsandong-gu, Goyang-si, Gyeonggi-do, Goyang, 10326, South Korea.
BMC Med Educ. 2018 Oct 23;18(1):242. doi: 10.1186/s12909-018-1347-3.
Flipped classrooms (FC) are expected to create a more student-centered, active learning environment than traditional lectures. This study assessed the effectiveness of FC in promoting a student-centered, active learning environment by examining the changes in student perceptions of the learning environment of FC in terms of student-centeredness and sense of community of inquiry (COI), which represents the elements of a successful learning environment.
Questionnaires were given to a cohort of Year 2 students in a six-year undergraduate medical education program, who had taken an introduction to medicine course in a FC format. The questionnaire included 7 items on the teaching orientation (i.e., teacher-centered vs. student-centered) and 34 items from the Community of Inquiry Survey Instrument, which consisted of three sub-scales - teaching, social, and cognitive presences. The questionnaires were administered in pre- and post-test format during the first and last week of the semester.
A total of 55 students returned the questionnaires (100% response rate). The student perceptions of student-centeredness of FC increased significantly over time (p < 0.001), and their perceptions of COI in FC also increased significantly in all three presences (p < 0.001). The student perceptions of student-centeredness and sense of COI in FC increased significantly in both high-achieving and low-achieving students (p < 0.01).
This study indicates that the flipped classroom model is an effective approach to fostering a learner-centered learning environment and developing a community of inquiry among medical students.
翻转课堂（FC）有望创造出比传统讲座更以学生为中心、更活跃的学习环境。本研究通过考察 FC 对学生感知的学习环境的变化，评估了 FC 在促进以学生为中心、主动学习环境方面的有效性，具体表现在学生对 FC 的以学生为中心和探究社区感（COI）的看法上，这代表了成功学习环境的要素。
向一个六年制本科医学教育项目的二年级学生群体发放问卷，这些学生采用 FC 形式学习医学入门课程。问卷包括 7 个关于教学导向（即教师为中心与学生为中心）的项目和 34 个来自探究社区调查工具的项目，该工具由三个子量表组成 - 教学、社会和认知存在。问卷采用前测和后测的形式，在学期的第一周和最后一周进行。
共有 55 名学生返回了问卷（100%的回复率）。学生对 FC 的以学生为中心的感知随着时间的推移显著增加（p<0.001），他们对 FC 中的 COI 的感知在所有三个存在维度上也显著增加（p<0.001）。高成就和低成就学生对 FC 的以学生为中心的感知和 COI 的感知都显著增加（p<0.01）。
本研究表明，翻转课堂模式是一种有效的方法，可以培养医学生以学习者为中心的学习环境和发展探究社区。
