在药理学课程中引入翻转课堂。
Introducing a flipped classroom in a pharmacology course.
机构信息
Senior Instructor, School of Nursing and Midwifery, Aga Khan University, Karachi, Pakistan.
出版信息
Br J Nurs. 2021 Mar 11;30(5):296-300. doi: 10.12968/bjon.2021.30.5.296.
BACKGROUND
Flipped classroom pedagogy has been shown to improve nursing students' academic performance.
AIM
The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan.
METHODS
A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed.
RESULTS
The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32-38), while that of the 2020 cohort was 38 (IQR 35-41). The difference in the score was statistically significant (<0.001).
CONCLUSION
The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.
背景
翻转课堂教学法已被证明能提高护理学生的学习成绩。
目的
本研究旨在确定翻转课堂教学法对巴基斯坦卡拉奇某护理学院学生药理学评估成绩的影响。
方法
采用回顾性图表审查。比较了 2020 年采用翻转课堂教学法的 BSc 护理专业学生的药理学考试成绩与 2019 年采用传统教学法的 BSc 护理专业学生的药理学考试成绩。分析了学生对课程的总结性评价和口头反馈。
结果
2019 年队列的连续评估测试成绩中位数为 35（四分位距 (IQR) 32-38），而 2020 年队列的成绩中位数为 38（IQR 35-41）。分数差异具有统计学意义（<0.001）。
结论
本研究深入了解了一种相对新颖的教学法，该教学法被发现可以提高护理学生的药理学知识测试成绩。
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