Jalali Alireza, Jeong Dahn, Sutherland Stephanie
Division of Clinical and Functional Anatomy, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada.
Department of Innovation in Medical Education, Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada.
J Med Educ Curric Dev. 2020 Feb 18;7:2382120520907899. doi: 10.1177/2382120520907899. eCollection 2020 Jan-Dec.
The shift in the medical education system from a time-based to a competency-based model has encouraged its adoption and application in competency-based education in anatomy classrooms, such as team-based learning models and flipped classroom models. This pilot study aimed to build on previous work of the linkages between anatomy-based learning (a flipped classroom model inspired by a modified team-based learning) and student learning and engagement, and further to assess the linkage between anatomy-based learning and academic performance.
A sequential mixed-methods design was employed to first gather and analyse quantitative data, including confidential student first semester scores in anatomy: gender, stream, anatomy-based learning, and final anatomy overall mark. The quantitative phase was followed by a qualitative phase in which a series of 8 anatomy laboratories were observed (4 anatomy-based learning and 4 traditional). Thematic analysis was performed on the observation data.
Aggregate anatomy-based learning and traditional stream tests, and final unit scores were compared. The anatomy-based learning and final unit scores showed little difference between students in the anatomy-based learning and students in the traditional stream. Students using anatomy-based learning had an aggregate score of 1.15 and final aggregate mark of 72, whereas students in the traditional section had an aggregate score of 1.19 and final mark of 79. Qualitative phase was undertaken to try to assess the linkages between anatomy-based learning and student learning. Observations showed that students in the anatomy-based learning section spent more time on task as compared with their peers in the traditional stream. The anatomy-based learning students also seemed to practice more self-directed learning and employed more multimodal learning strategies than the traditional section stream.
DISCUSSION/CONCLUSIONS: Although the quantitative results of this study showed no significant difference in mean scores between anatomy-based learning and traditional designs, it was possible to observe the potential of flipped classroom model in engaging students in individual preparation, in team-based learning, and in consensus-based learning approaches.
医学教育体系从基于时间的模式向基于能力的模式转变，促使其在解剖学课堂的基于能力的教育中得到采用和应用，如基于团队的学习模式和翻转课堂模式。这项试点研究旨在基于先前关于基于解剖学的学习（一种受改良的基于团队的学习启发的翻转课堂模式）与学生学习和参与度之间联系的工作，并进一步评估基于解剖学的学习与学业成绩之间的联系。
采用序贯混合方法设计，首先收集和分析定量数据，包括学生解剖学第一学期的保密成绩：性别、专业方向、基于解剖学的学习情况以及解剖学最终总成绩。定量阶段之后是定性阶段，观察了一系列8个解剖学实验室（4个基于解剖学的学习实验室和4个传统实验室）。对观察数据进行了主题分析。
比较了基于解剖学的学习和传统专业方向测试的总成绩以及最终单元成绩。基于解剖学的学习和最终单元成绩在基于解剖学的学习组学生和传统专业方向组学生之间差异不大。采用基于解剖学的学习的学生总成绩为1.15，最终总成绩为72分，而传统组学生的总成绩为1.19，最终成绩为79分。进行定性阶段以试图评估基于解剖学的学习与学生学习之间的联系。观察表明，与传统专业方向的同龄人相比，基于解剖学的学习组学生在任务上花费的时间更多。基于解剖学的学习组学生似乎也比传统组学生更多地进行自主学习，并采用更多的多模态学习策略。
讨论/结论：尽管本研究的定量结果显示基于解剖学的学习和传统设计之间的平均成绩没有显著差异，但有可能观察到翻转课堂模式在促使学生进行个人准备、基于团队的学习以及基于共识的学习方法方面的潜力。
