Department of Pathology and Pathophysiology, and Department of Medical Oncology of the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, 310058, China.
Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China.
BMC Med Educ. 2022 Aug 6;22(1):608. doi: 10.1186/s12909-022-03676-1.
Basic medical laboratory courses (BMLCs) play an essential role in medical education and offer several benefits to students. Although various student-centered and active learning strategies have been increasingly incorporated into medical education, their applications in BMLCs are limited. This paper aimed to explore the educational effects of a flipped classroom (FC) combined with team-based learning (TBL) strategy in BMLCs at Zhejiang University School of Medicine.
Four hundred eight 3rd-Year medical students were assigned to either the FC-TBL group (n = 235) or the FC group (n = 173) to complete three experiments on the respiration block of BMLCs. The two groups' immediate and long-term academic performance were compared, and the FC-TBL students' perceptions of different instructional strategies were surveyed.
Students in the FC-TBL group scored higher on the immediate post-tests after class and higher on the final exams in two of the three experiment sessions. They preferred FC-TBL to FC for its higher engagement, more feedback, and better learning environment. Students felt the FC with TBL blended instructional strategy stimulated their interest in learning and deep thinking.
Compared with the FC group, students in the FC-TBL group improved academic performance and had a more positive experience overall. Our findings support the feasibility and advantage of the flipped classroom with team-based learning as a blended learning strategy in the BMLC curriculum.
基础医学实验室课程（BMLC）在医学教育中起着至关重要的作用，为学生带来了诸多益处。尽管各种以学生为中心和主动学习的策略已越来越多地被应用于医学教育，但它们在 BMLC 中的应用却有限。本文旨在探讨翻转课堂（FC）与团队学习（TBL）策略相结合在浙江大学医学院 BMLC 中的教育效果。
将 408 名三年级医学生分配到 FC-TBL 组（n=235）或 FC 组（n=173），以完成 BMLC 呼吸模块的三个实验。比较两组学生的即时和长期学业成绩，并调查 FC-TBL 学生对不同教学策略的看法。
FC-TBL 组学生在课后即时测验和三个实验中的两个实验的期末考试中得分更高。他们更喜欢 FC-TBL 而不是 FC，因为 FC-TBL 更具互动性、更多反馈和更好的学习环境。学生们认为 FC 与 TBL 混合教学策略激发了他们的学习兴趣和深入思考。
与 FC 组相比，FC-TBL 组学生的学业成绩有所提高，整体体验更为积极。我们的研究结果支持翻转课堂与团队学习相结合作为 BMLC 课程混合学习策略的可行性和优势。
