电子翻转学习方法对医学教育者知识、态度和感知行为的影响。

Effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behaviour of medical educators.

机构信息

E-Learning Department, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran.

出版信息

BMC Res Notes. 2022 Jun 27;15(1):227. doi: 10.1186/s13104-022-06119-8.

DOI:10.1186/s13104-022-06119-8

PMID:35761372

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9235143/

Abstract

OBJECTIVES

Using the Kirkpatrick evaluation model, investigate the effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behaviour of medical educators.

RESULTS

This interventional study was conducted on 140 eligible medical educators at Shiraz University of Medical Sciences (SUMS) from 2019 to 2021. A researcher-made questionnaire was developed to assess the impact of the course on three levels of reaction, knowledge, and perceived behaviour using the Kirkpatrick evaluation model. According to the findings, the average reaction and knowledge scores are higher than the desired level, but the perceived behaviour score is slightly lower than the desired level. The e-flipped learning approach can improve medical educators' knowledge, attitude, and behaviour regarding online teaching.

摘要

目的

使用柯克帕特里克评估模型，调查电子翻转学习方法对医学教育者的知识、态度和感知行为的影响。

结果

这项干预研究于 2019 年至 2021 年在设拉子医科大学（SUMS）对 140 名符合条件的医学教育者进行。使用柯克帕特里克评估模型，研究者制作了一份问卷，以评估该课程对反应、知识和感知行为三个层面的影响。根据研究结果，平均反应和知识得分高于预期水平，但感知行为得分略低于预期水平。电子翻转学习方法可以提高医学教育者在在线教学方面的知识、态度和行为。