医学证书教育：讲座与翻转课堂之间的对照研究。

Medical certificate education: controlled study between lectures and flipped classroom.

机构信息

Institute of Public Health and Clinical Nutrition, University of Eastern Finland, P.O. Box 1627, FI-70211, Kuopio, Finland.

School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland.

出版信息

BMC Med Educ. 2018 Oct 24;18(1):243. doi: 10.1186/s12909-018-1351-7.

DOI:10.1186/s12909-018-1351-7

PMID:30355332

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6201511/

Abstract

BACKGROUND

Finnish permanent residents are covered by social security insurance administered by the Social Insurance Institution of Finland. The procedure of insurance is initiated with medical certificate written by the treating doctor. Thus, the doctor must have certificate writing skills accompanied with the knowledge of the content and goals for insurance. Quality certificates are important part of doctors' professional skills worldwide and most effective teaching methods for learning these should be investigated.

METHODS

Medical certificate data were collected from two independent courses of fourth-year student taught in autumn 2015 (N = 141) and 2016 (N = 142) in the medical faculty of the University of Eastern Finland. A random sample of 40 students per course was drawn for the analysis. All certificates were analyzed as one sample. This was done to obtain reliable results with internal control group on the differences between two teaching methods, the traditional approach and the flipped classroom (FC) approach, in 2015 and 2016, respectively. The medical certificates were evaluated and scored with a rubric (range: - 4.00-14.25) by two independent experienced specialists.

RESULTS

Compared to students in the traditional classroom, students involved in the FC received significantly higher scores in all relevant sections of the assessed certificates. The mean of the total scores was 8.87 (SD = 1.70) for the traditional group and 10.97 (SD = 1.25) for the FC group. Based on the common language effect size, a randomly selected student from the FC group had an 85% probability of receiving a higher total score than a student from the traditional group.

CONCLUSION

In this study, the FC approach resulted in a statistical significant improvement in the content and technical quality of the certificates. The results suggest that the FC approach can be applied in the teaching of medical certificate writing.

摘要

背景

芬兰的永久居民由芬兰社会保险局管理的社会保险承保。保险程序由主治医生开具的医疗证明启动。因此，医生必须具备开具证书的技能，同时还需要了解保险的内容和目标。质量证书是全球医生专业技能的重要组成部分，应该研究最有效的学习这些证书的教学方法。

方法

从 2015 年秋季（N=141）和 2016 年秋季（N=142）在东芬兰大学医学系教授的两门独立的四年级学生课程中收集了医疗证明数据。从每门课程中抽取 40 名学生进行分析。对所有证书进行了整体分析，以获得 2015 年和 2016 年两种教学方法（传统方法和翻转课堂[FC]方法）之间差异的可靠结果，分别作为内部对照组。医疗证书由两位独立的经验丰富的专家根据评分表（范围：-4.00-14.25）进行评估和评分。