Clinical Medicine Department, Medicine and Health College, Lishui University, Lishui, China.
Nursing Department, Medicine and Health College, Lishui University, Lishui, China.
Nurse Educ Today. 2020 Feb;85:104262. doi: 10.1016/j.nedt.2019.104262. Epub 2019 Nov 7.
Traditional teaching is associated with dilemmas, such as low motivation to learn and passive learning. In contrast, use of a flipped classroom with the proper learning design has the potential to promote accelerated learning, bolster transmission of competencies (i.e., critical thinking, communication and problem-solving skills) and improve teamwork capacity, all of which are of great significance in professional healthcare practice, including nursing, dentistry and medicine.
The aim of the study was to examine the effects of using a flipped classroom in ophthalmology courses for undergraduate nursing students, dental students and higher vocational medical students.
A quasi-experimental design was used with an intervention (n = 100) and a comparison group (n = 100), pre-/post-testing measures and a mixed-methods approach.
A university in China.
A total of 200 students were included.
Students' self-rated learning ability was measured before and after the courses, and skill exams were performed after the courses. In addition, interviews were conducted with the clinical medical students concerning their experiences of the flipped classroom.
Students' self-rated learning ability improved significantly more in the intervention than in the comparison group, for the total scale and the three factors 'learning goals', 'self-efficacy and social learning' and 'problem-solving'. Skill exam scores were statistically significantly better in the intervention than in the comparison group. On the whole, the clinical medicine students felt the flipped classroom had a positive impact and improved their learning ability as well as knowledge in ophthalmology.
Use of a flipped classroom for nursing, dental and clinical medical students in ophthalmology courses shows promising results in the form of students' skill exam scores and self-rated learning ability.
传统教学存在一些困境，例如学习动机低和被动学习。相比之下，采用适当学习设计的翻转课堂具有促进加速学习、增强能力（即批判性思维、沟通和解决问题的技能）传递以及提高团队合作能力的潜力，这些在专业医疗保健实践中都非常重要，包括护理、牙科和医学。
本研究旨在考察翻转课堂在本科护理、牙科和高职医学生眼科学课程中的应用效果。
采用准实验设计，干预组（n=100）和对照组（n=100），进行前/后测试和混合方法。
中国一所大学。
共纳入 200 名学生。
在课程前后测量学生的自我评估学习能力，并在课程结束后进行技能考试。此外，还对临床医学生进行了关于翻转课堂体验的访谈。
干预组学生的自我评估学习能力明显高于对照组，总评分和三个因素“学习目标”、“自我效能和社会学习”以及“解决问题”都有所提高。干预组的技能考试成绩明显优于对照组。总的来说，临床医学生认为翻转课堂具有积极影响，提高了他们的学习能力和眼科学知识。
在眼科学课程中，为护理、牙科和临床医学生采用翻转课堂，在学生的技能考试成绩和自我评估学习能力方面显示出有前景的结果。
