Department of Nephrology, The Second Affiliated Hospital, Zhejiang University School of Medicine, 31009, Hangzhou, Zhejiang, P.R. China.
College of Life Science, Xinyang Normal University, 464000, Xinyang, Henan, P.R. China.
BMC Med Educ. 2021 May 15;21(1):276. doi: 10.1186/s12909-021-02723-7.
The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT).
Sixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT.
Participants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT.
This study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.
翻转课堂（FC）通过强调高阶能力的发展，被认为是一种有效的教学方法；然而，在肾脏病学教育中，FC 的实施尚未得到充分探索。本研究旨在通过比较传统的基于讲座的教学（LBT）来调查 FC 在肾脏病学教学中的效果。
浙江大学医学院的 62 名医学实习学生在人口统计学上被平均分配到 LBT 或 FC 组。肾小球疾病模块被选为教学内容。FC 组的学生被要求提前以带注释的 PPT 格式学习课前材料。在课堂上，采用基于案例的学习（CBL），学生遇到相关的临床病例并参与面对面的讨论。LBT 组的学生在课堂上参加了一次讲座。通过测验和问卷调查来评估 FC 与 LBT 的效果。
与 LBT 组相比，FC 组的参与者在测验中的表现更好，总分数更高（78.06±2.515 与 65.16±3.209，平均值±SEM），特别是案例分析相关问题的分数（35.81±1.657 与 27.42±1.910，平均值±SEM）。在调查中，与 LBT 相比，更多的学生认为 FC 有利于理解、批判性思维、患者管理和团队合作。同时，与 LBT 相比，更多的参与者认为 FC 增加了课堂压力。
本研究表明，FC 与 CBL 方法结合对肾脏病学教育有积极影响，并为 FC 的实施提供了一种替代的课前和课堂教学模式。
