Fourth-Year Medical Student, Brody School of Medicine at East Carolina University.
Professor, Department of Emergency Medicine, Brody School of Medicine at East Carolina University.
MedEdPORTAL. 2021 Mar 25;17:11131. doi: 10.15766/mep_2374-8265.11131.
The ability to apply knowledge gained in neuroscience coursework to a clinical scenario is found to be difficult by many medical students. Neuroscience is both important for future clinical practice and an area frequently tested on USMLE Step 1 examinations.
Second-year medical students created a peer-led flipped classroom to help first-year students practice applying medical neuroscience course information to clinical situations and demonstrate how that information might be tested in board-style questions. The second-year students designed a series of board-style questions that included explanations for both the correct and incorrect answers. We divided the first-year students ( = 80) into small groups during the flipped classroom sessions, where they were led by second-year medical students in discussion about the questions and clinical situations.
Students reported agreement that the session addressed gaps in their knowledge and provided them with useful critical thinking skills for approaching board-style questions (83% and 81% agreed or strongly agreed, respectively).
The flipped classroom improved student confidence in both applying neuroscience concepts to clinical scenarios and to board-style vignette questions.
许多医学生发现，将神经科学课程中学到的知识应用于临床情况具有一定难度。神经科学对于未来的临床实践很重要，也是 USMLE Step 1 考试中经常测试的一个领域。
二年级医学生创建了一个由同伴主导的翻转课堂，以帮助一年级学生练习将医学神经科学课程信息应用于临床情况，并展示该信息如何在以 board 形式呈现的问题中进行测试。二年级学生设计了一系列以 board 形式呈现的问题，其中包括正确和错误答案的解释。在翻转课堂期间，我们将一年级学生（=80）分成小组，由二年级医学生引导他们讨论问题和临床情况。
学生们报告说，该课程解决了他们知识上的空白，并为他们提供了有用的批判性思维技能，以应对以 board 形式呈现的问题（分别有 83%和 81%的学生表示同意或强烈同意）。
翻转课堂提高了学生将神经科学概念应用于临床场景和 board 式病例问题的信心。
