Teaching Department, National Institute of Cardiology, Mexico City, Mexico.
BMC Med Educ. 2023 Jul 17;23(1):510. doi: 10.1186/s12909-023-04439-2.
Flipped learning (FL) is a model which allows students to adjust their study rhythm by taking advantage of class time to apply their knowledge. Although FL meets many of the needs of the traditional lecture-based model and the exclusively virtual model, its effectiveness in medical residency programs has not been thoroughly studied. Our study evaluates the efficacy of an FL model in a cardiology residency program based on the satisfaction and academic performance of the participants.
A prospective, observational, and descriptive study was conducted at Ignacio Chávez National Institute of Cardiology in Mexico City to evaluate the satisfaction and effectiveness of an FL model for acquiring competencies in electrocardiographic diagnosis among thirty-one first-year cardiology residents. The Advanced Electrocardiography Workshop and a virtual classroom were designed for the intervention. Four teachers taught the workshop and video classes, and ten medical specialists from the participants' areas of work performed evaluations of practical skills before and after the intervention.
75% of the participants rated the intervention as very favorable compared to the traditional and virtual models. The main advantages offered by the FL model were identified. An improvement of high statistical significance was observed in participants' academic performance after the intervention (P value < 0.001).
The FL model has a high degree of acceptance among participants and teachers. Our study shows an improvement in academic performance after the intervention. Considering that the FL model is flexible and reproducible in other areas of medicine, it represents an excellent educational alternative that meets current needs.
翻转课堂（FL）是一种允许学生通过利用课堂时间来应用知识来调整学习节奏的模式。尽管 FL 满足了传统讲座式模型和完全虚拟模型的许多需求，但它在医学住院医师培训计划中的有效性尚未得到彻底研究。我们的研究基于参与者的满意度和学术表现来评估心脏病学住院医师培训计划中 FL 模型的效果。
在墨西哥城的伊格纳西奥·查韦斯国家心脏病学研究所进行了一项前瞻性、观察性和描述性研究，以评估在心电图诊断能力方面采用 FL 模型对 31 名第一年心脏病学住院医师的满意度和效果。设计了高级心电图学研讨会和虚拟教室作为干预措施。四位教师教授了讲习班和视频课程，十位来自参与者工作领域的医学专家在干预前后对实践技能进行了评估。
与传统和虚拟模型相比，75%的参与者对干预措施的评价非常好。确定了 FL 模型提供的主要优势。干预后参与者的学术表现有显著提高（P 值 < 0.001）。
FL 模型在参与者和教师中具有很高的接受度。我们的研究表明，干预后学术表现有所提高。考虑到 FL 模型在医学的其他领域具有灵活性和可复制性，它代表了一种满足当前需求的优秀教育替代方案。
