School of Pharmacy and Biomolecular Sciences, RCSI, University of Medicine and Health Sciences, Dublin, Ireland.
Dept of Ophthalmology, Royal Victoria Eye and Ear Hospital (RVEEH), RCSI, University of Medicine and Health Sciences, Dublin, Ireland.
PLoS One. 2023 Mar 30;18(3):e0282829. doi: 10.1371/journal.pone.0282829. eCollection 2023.
This study aimed to measure stakeholder satisfaction with our usual delivery format, which previously relied on a blend of didactic lectures and clinical skills sessions compared to a revised format, which had more emphasis on online learning. We hypothesised that the online flipped classroom (OFC) would facilitate delivery of content in the wake of the pandemic, and result in improved levels of student satisfaction and knowledge gain.
Non randomised intervention study. Group 1 = Traditional delivery (TD) and Group 2 = OFC group.
A validated course evaluation questionnaire (CEQ) compared perspectives of teaching faculty (n = 5) and students with the traditional delivery (TD) of the 4th year ophthalmology clinical attachment and an OFC approach (TD n = 129 v OFC n = 114).
The OFC group (n = 114; response rate = 24.6%) reported significantly reduced satisfaction with staff motivation of students and provision of feedback, compared to TD (n = 129; response rate = 17.8%). OFC students also felt it was harder to determine what standard of work was expected and found the course less beneficial at helping develop problem-solving skills. Students were dissatisfied with the level of choice afforded by the OFC, specifically how they would learn and assessment options. No significant difference in exam score was observed between the TD and OFC groups. For faculty (n = 5), there was no evidence of a difference between OFC and TD.
Students indicated a preference for the TD compared to the OFC approach. However, both delivery approaches led to comparable student performances as determined by MCQ examination.
本研究旨在衡量利益相关者对我们惯用的交付格式的满意度，与之前混合使用讲座和临床技能课程的格式相比，新格式更加注重在线学习。我们假设在线翻转课堂（OFC）将有助于在大流行后提供内容，并提高学生满意度和知识收益水平。
非随机干预研究。第 1 组=传统交付（TD），第 2 组=OFC 组。
使用经过验证的课程评估问卷（CEQ）比较了教学人员（n=5）和接受第四年眼科临床实习传统交付（TD n=129）和 OFC 方法（TD n=129）的学生的观点。
与 TD 组（n=129；响应率=17.8%）相比，OFC 组（n=114；响应率=24.6%）报告说，学生的员工激励和提供反馈方面的满意度明显降低。OFC 学生还认为，确定预期的工作标准更加困难，并且发现该课程对帮助培养解决问题的技能帮助不大。学生对 OFC 提供的选择程度不满意，特别是他们的学习方式和评估选项。在 TD 和 OFC 组之间，考试成绩没有观察到显著差异。对于教师（n=5），OFC 和 TD 之间没有证据表明存在差异。
学生表示与 OFC 方法相比，他们更喜欢 TD。然而，两种交付方法都导致了 MCQ 考试中可比的学生表现。
