Gray Megan M, Dadiz Rita, Izatt Susan, Gillam-Krakauer Maria, Carbajal Melissa M, Falck Alison J, Bonachea Elizabeth M, Johnston Lindsay C, Karpen Heidi, Vasquez Margarita M, Chess Patricia R, French Heather
Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington.
Department of Pediatrics, University of Rochester Medical Center, Rochester, New York.
Am J Perinatol. 2021 Aug;38(S 01):e187-e192. doi: 10.1055/s-0040-1709145. Epub 2020 Apr 10.
This study aimed to determine the value, strengths, and challenges of implementing an e-learning based flipped classroom (FC) educational modality as part of the standardized physiology National Neonatology Curriculum (NNC), created for neonatal-perinatal medicine (NPM) fellow learners and faculty educators.
This is a cross-sectional study of NPM fellows and faculty educators who utilized at least one of the e-learning based NNC FC respiratory physiology programs between May and September 2018. Participants were surveyed anonymously regarding their experiences participating in the NNC, including measures of preparation time. A combination of descriptive statistics and proportion comparisons were used for data analysis.
Among 172 respondents, the majority of fellow and faculty respondents reported positive attitudes toward the educational content and case discussions, and the majority supported national standardization of NPM physiology education (92%). Fellows reported greater preclass preparation for their FC compared with previous didactic lectures (30-60 vs. 0-15 minutes, < 0.01). Faculty facilitators reported less preparation time before facilitating a FC compared with the time required for creating a new didactic lecture (median: 60 vs. 240 minutes, < 0.01). Both fellows and faculty respondents preferred the FC approach to traditional didactics, with fellows showing a greater degree of preference than faculty (68 vs. 52%, respectively, = 0.04).
Fellows and faculty educators supported the FC learning, reporting peer-to-peer learning, and the establishment of a learning community which promotes adult learning and critical thinking skills. A national physiology curriculum creates equitable and engaging educational experiences for all NPM fellows while reducing individual program burden of content creation. Our findings further supported the development of an NNC using a flipped classroom modality.
本研究旨在确定实施基于电子学习的翻转课堂（FC）教育模式作为标准化生理学国家新生儿学课程（NNC）一部分的价值、优势和挑战，该课程是为新生儿围产期医学（NPM）学员和教师教育工作者创建的。
这是一项对NPM学员和教师教育工作者的横断面研究，他们在2018年5月至9月期间至少使用了一个基于电子学习的NNC FC呼吸生理学课程。就他们参与NNC的经历，包括准备时间的测量，对参与者进行了匿名调查。数据分析采用描述性统计和比例比较相结合的方法。
在172名受访者中，大多数学员和教师受访者对教育内容和案例讨论持积极态度，并且大多数人支持NPM生理学教育的国家标准（92%）。与之前的传统讲座相比，学员报告为他们的FC课程做了更多的课前准备（30 - 60分钟对0 - 15分钟，P < 0.01）。与创建一个新的传统讲座所需的时间相比，教师引导者报告在引导FC课程之前准备时间更少（中位数：60分钟对240分钟，P < 0.01）。学员和教师受访者都更喜欢FC方法而不是传统教学方法，学员的偏好程度高于教师（分别为68%对52%，P = 0.04）。
学员和教师教育工作者支持FC学习，报告了 peer-to-peer 学习以及促进成人学习和批判性思维技能的学习社区的建立。国家生理学课程为所有NPM学员创造了公平且引人入胜的教育体验，同时减轻了各个项目的内容创建负担。我们的研究结果进一步支持了使用翻转课堂模式开发NNC。
