医学生在虚拟学习环境中的参与度与精神病学课程成绩及满意度呈正相关。

Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry.

作者信息

Grant Larrilyn L, Opperman Michael J, Schiller Brennan, Chastain Jonathan, Richardson Jennelle Durnett, Eckel Christine, Plawecki Martin H

机构信息

Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN USA.

Department of Pharmacology and Toxicology, Indiana University School of Medicine, Indianapolis, IN USA.

出版信息

Med Sci Educ. 2021 Apr 12;31(3):1133-1140. doi: 10.1007/s40670-021-01287-x. eCollection 2021 Jun.

DOI:10.1007/s40670-021-01287-x

PMID:33868773

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8041389/

Abstract

INTRODUCTION

There has been a move to a "flipped classroom" (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance.

METHOD

The first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners-style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. -tests were used to compare student satisfaction across 2019 and 2020.

RESULTS

Performance on in-class questions was positively associated with class rank and performance ( < 0.005). More students were either satisfied or strongly satisfied (91.5%) in 2020 compared to 85.7% in 2019 (two-tailed -test, = 0.04). Most students (81.3%) preferred in-class questions to lectures. In 2020, 62.6% of student comments were positive regarding the psychiatry curriculum vs 33.3% in 2019. Over 61.5% of facilitators felt positive towards the changes.

CONCLUSION

Our results demonstrate a positive relationship between engagement and class performance. Students and facilitators positively perceived the approach, with students preferring in-class questions compared to lectures. Future research should evaluate overall performance on standardized tests, third-year clerkships, and number of students matching into psychiatry.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-021-01287-x.

摘要

引言

医学教育领域已逐渐转向“翻转课堂”（FC）。翻转课堂促进主动学习，并利用课前的自主预习。很少有研究评估翻转课堂教学法在医学教育中的有效性，特别是通过虚拟学习的方式。本研究的目的是评估学生和教师对翻转课堂教学法的看法，以及学生参与度与学习成绩之间的关系。

方法

一年级医学生的精神病学课程采用翻转课堂教学法进行重新设计，随后因新冠疫情转变为虚拟学习环境。采用混合方法来检验定性评估和定量成绩数据。邀请学生和辅导员参与关于课程变化的调查。通过测验和考试收集学生成绩数据。通过学生参与通过Top Hat®提供的美国医学考试委员会（NBME）风格的多项选择题来评估参与度。使用相关性分析来评估参与度与成绩之间的关联。使用t检验比较2019年和2020年学生的满意度。

结果

课堂问题的表现与班级排名和成绩呈正相关（P < 0.005）。与2019年的85.7%相比，2020年更多学生表示满意或非常满意（91.5%）（双尾t检验，P = 0.04）。大多数学生（81.3%）更喜欢课堂问题而不是讲座。2020年，62.6%的学生对精神病学课程的评价是积极的，而2019年为33.3%。超过61.5%的辅导员对这些变化持积极态度。