Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain.
Departmento de Cirugía, Universidad de La Laguna, La Laguna Tenerife, Spain.
Med Teach. 2021 Apr;43(4):463-471. doi: 10.1080/0142159X.2020.1867312. Epub 2021 Jan 27.
This study examined the effects of a large-scale flipped learning (FL) approach in an undergraduate course of Digestive System Diseases.
This prospective non-randomized trial recruited 404 students over three academic years. In 2016, the course was taught entirely in a Traditional Lecture (TL) style, in 2017 half of the course (Medical topics) was replaced by FL while the remaining half (Surgical topics) was taught by TL and in 2018, the whole course was taught entirely by FL. Academic performance, class attendance and student's satisfaction surveys were compared between cohorts.
Test scores were higher in the FL module (Medical) than in the TL module (Surgical) in the 2017 cohort but were not different when both components were taught entirely by TL (2016) or by FL (2018). Also, FL increased the probability of reaching superior grades (scores >7.0) and improved class attendance and students' satisfaction.
The holistic FL model is more effective for teaching undergraduate clinical gastroenterology compared to traditional teaching methods and has a positive impact on classroom attendances.
本研究考察了在一门消化系统疾病本科课程中实施大规模翻转学习（FL）方法的效果。
这项前瞻性非随机试验在三个学年中招募了 404 名学生。2016 年，该课程完全以传统讲授（TL）方式进行，2017 年，课程的一半（医学专题）被 FL 取代，而另一半（外科专题）则由 TL 授课，2018 年，整个课程完全由 FL 授课。对不同组学生的学业成绩、课堂出勤率和学生满意度调查结果进行了比较。
2017 年 cohort 中，FL 模块（医学）的测试成绩高于 TL 模块（外科），但当两个模块均完全由 TL（2016 年）或由 FL（2018 年）教授时，测试成绩并无差异。此外，FL 提高了获得优秀成绩（分数>7.0）的概率，并提高了课堂出勤率和学生满意度。
与传统教学方法相比，整体 FL 模式更有利于教授本科临床胃肠病学，并且对课堂出勤率有积极影响。
