Pontius Lauren N, Hooten Joanna, Lesesky Erin, Rao Caroline, Nicholas Matilda, Bialas Rebecca, Liu Beiyu, Green Cynthia L, Atwater Amber Reck
Duke University Medical Center, Durham, North Carolina, USA.
Cutis. 2020 Jan;105(1):36-39.
Flipped and traditional classroom models were compared in the Duke University Medical Center (Durham, North Carolina) dermatology residency program for the 2014-2015 academic year. The residents participated in 12 lectures-6 traditional and 6 flipped-that were paired for similar content. Each lecture was followed by a survey comprised of 10 factual questions and 10 perception questions. Generalized linear regression models were used to study the differences in quiz scores between the 2 classroom models after adjusting for other baseline covariates. There was not a significant difference in mean factual quiz scores between the two classroom models. Results indicated significant perception differences in favor of the flipped classroom model, such as participation (P < .001), enjoyment (P=.038 and P=.026), efficiency (P=.033), and boards (P=.050) and clinical preparedness (P=.034).
在2014 - 2015学年，杜克大学医学中心（北卡罗来纳州达勒姆）的皮肤科住院医师培训项目对翻转课堂和传统课堂模式进行了比较。住院医师参加了12场讲座——6场传统讲座和6场翻转课堂讲座，这些讲座内容相似且两两配对。每场讲座后都进行了一项调查，调查包括10个事实性问题和10个感知性问题。在调整了其他基线协变量后，使用广义线性回归模型研究两种课堂模式之间测验分数的差异。两种课堂模式的平均事实性测验分数没有显著差异。结果表明，在对翻转课堂模式的感知方面存在显著差异，如参与度（P < .001）、趣味性（P = .038和P = .026）、效率（P = .033）、考试（P = .050）和临床准备情况（P = .034）。
