Department of Internal Medicine, Clínica Universidad de Navarra, Pamplona, Spain.
Centro de Investigación Biomédica en Red de Enfermedades Hepáticas y Digestivas, Pamplona, Spain.
Adv Physiol Educ. 2020 Sep 1;44(3):370-375. doi: 10.1152/advan.00153.2019.
The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyze its effect on learning in a pathophysiology course. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared the exam results in respiratory pathophysiology in 2017 and 2018 and the exam results in blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with Student's test. Students answered a survey after finishing the term. Two hundred and one students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology (in the previous year) were comparable in both years. Results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 vs. 42 out of 100; = 0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students who scored below the median (mean: 40 vs. 33; = 0.009) and was more evident in male than in female students (mean: 52 vs. 44; = 0.01) and in those who did not have an academic delay (mean 51 vs. 44; = 0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Flipped classroom increased medical students' knowledge acquisitions in pathophysiology. It was more beneficial to male students and those with lower qualifications with no academic delay.
翻转课堂在医学专业教育中越来越受欢迎。本研究旨在分析其在病理生理学课程学习中的效果。2018 年，我们引入了翻转课堂来教授呼吸病理生理学。我们比较了 2017 年和 2018 年呼吸病理生理学考试成绩，以及这两年血液病理生理学考试成绩（由同一位老师以传统方式授课）。采用学生 t 检验比较组间差异。学生在学期结束后回答了一份调查问卷。2018 年有 201 名学生（2017 年有 229 名）接受了检查。这两年的性别分布和前一年的普通病理学资格证书获得情况相当。2018 年呼吸病理生理学的考试成绩明显优于 2017 年（平均：48 比 42 分；=0.004），但血液病理生理学的考试成绩相似。只有低于中位数的学生（平均：40 比 33 分；=0.009）的成绩有显著提高，而且男生的提高比女生更明显（平均：52 比 44 分；=0.01），且没有学业延迟的学生提高更明显（平均 51 比 44 分；=0.002）。大多数学生认为翻转课堂更有吸引力，有助于他们学得更多，付出的努力更少。翻转课堂增加了医学生对病理生理学的知识获取。它对男生和没有学业延迟的低学历学生更有益。
