多水平因子分析在牙医学教育中的翻转课堂：一项为期 3 年的随机对照试验。

Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.

机构信息

Department of Removable Partial Prosthodontics, Graduate School, Tokyo Medical and Dental University (TMDU), Tokyo, Japan.

Department of Professional Development in Health Sciences, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University (TMDU), Tokyo, Japan.

出版信息

PLoS One. 2021 Sep 10;16(9):e0257208. doi: 10.1371/journal.pone.0257208. eCollection 2021.

DOI:10.1371/journal.pone.0257208

PMID:34506512

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8432835/

Abstract

PURPOSE

Previous studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis.

METHOD

The authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented.

RESULTS

The average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]).

CONCLUSIONS

The flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.

摘要

目的

以前的研究很少尝试测试可能影响翻转课堂学习成果的混杂因素。本研究旨在通过多层次因素分析评估基于翻转课堂的临床牙科教育中知识获取的影响。

方法

作者在牙科教育的一系列入门式修复课程中进行了为期 3 年（2017 年、2018 年和 2019 年）的随机对照试验。共有 137 名参与者被随机分配到翻转课堂（n=70，51%）或讲座（n=67，49%）组。翻转组被指示通过在线预习材料（包括视频和文本）自学基于知识的内容，而讲座组仅提供文本。两组都提供了相同的学习内容和不同学习方式的机会。监测了出勤率和材料访问次数。进行了个体和团队准备保证测试（IRAT/TRAT）以评估知识获取。对两种教学方式（翻转与讲座）作为干预因素进行了多层次线性回归分析，并实施了可能影响结果的混杂因素。

结果

翻转组每次课程的在线访问次数平均为 2.5 次，讲座组为 1.2 次，差异有统计学意义（p<0.05）。翻转组的平均 IRAT 得分显著高于讲座组（效应量[ES]0.58，p<0.001）。在线访问次数与 IRAT 得分呈显著正相关（0.6[0.4, 0.8]）。教学方式与 TRAT 得分呈显著正相关（系数[95%置信区间]：4.6[2.0, 7.3]），但与 IRAT 不相关（4.3[-0.45, 9.0]）。