From the A.B. Baker Section on Neurological Education (S.S., J.V.B., C.C., J.C., N.D., A.F., J.K., J.W.M.O., G.P., H.S., D.W., L.D.S.), American Academy of Neurology, Minneapolis, MN; Imperial College London (S.S.), UK; University of Michigan (J.V.B.), Ann Arbor; Medical College of Wisconsin (C.C.), Milwaukee; Ohio State University (J.C.), Columbus; Weill Cornell Medicine (N.D., H.S.), New York, NY; Lebanon VA Medical Center (A.F.), PA; Tulane University School of Medicine (J.K.), New Orleans, LA; University of Washington (J.W.M.O.), Seattle; Oakland University William Beaumont School of Medicine (G.P.), Auburn Hills, MI; St. Louis University (D.W.), MO; and Stanford University (L.D.S.), CA.
Neurology. 2019 Jul 2;93(1):e106-e111. doi: 10.1212/WNL.0000000000007730.
How to most effectively deliver a large amount of information in an engaging environment that encourages critical thinking is a question that has long plagued educators. With ever-increasing demands on both resident and faculty time, from shrinking duty hours to increased patient complexity, combined with the exponential growth of medical knowledge and unequal access to the spectrum of neurologic subspecialties around the country, this question has become especially pertinent to neurology residency training. A team of educators from the American Academy of Neurology's A.B. Baker Section on Neurological Education sought to review the current evidence regarding the implementation of the flipped classroom format. This educational model has only recently been applied to health care education along the training continuum, and a small collection of articles has, so far, used disparate methods of curricular implementation and assessment. While the feedback from learners is generally positive, a number of obstacles to implementation exist, most notably learner time commitments. These are presented with discussion of potential solutions along with suggestions for future studies.
如何在一个引人入胜的环境中最有效地传递大量信息，鼓励批判性思维，这是长期困扰教育工作者的一个问题。随着住院医师和教师时间的要求不断增加，从缩短工作时间到增加患者的复杂性，再加上医学知识的指数级增长以及全国各地神经科亚专业的不平等获取，这个问题对神经病学住院医师培训尤为重要。美国神经病学学会 A.B. Baker 神经教育分部的一组教育工作者试图回顾目前关于翻转课堂模式实施的证据。这种教育模式最近才沿着培训连续体应用于医疗保健教育，到目前为止，只有少数几篇文章使用了不同的课程实施和评估方法。虽然学习者的反馈通常是积极的，但实施过程中存在一些障碍，最明显的是学习者的时间投入。本文讨论了潜在的解决方案，并为未来的研究提出了建议。
