Norouzi Azam, Zabihi Zazoly Atefeh, Sohrabi Zohreh, Ramezani Ghobad, Pourbairamian Ghadir, Hasan Keshavarzi Mohammad, Alizadeh Somayeh
Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
Center for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
J Adv Med Educ Prof. 2023 Jul;11(3):172-178. doi: 10.30476/JAMP.2023.95631.1652.
Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at the postgraduate level using an appropriate educational approach. Therefore, the aim of the current study was to investigate the effect of flipped class (FC) and team-based learning (TBL) in enhancing psychological empowerment.
This semi-experimental study (pretest-posttest model) was conducted on postgraduate students in the Faculty of Medicine. Ninety students were included in the study using census method. After applying the inclusion and exclusion criteria, forty students were divided into two groups of 20 in a non-random way according to their gender and educational level. The workshop teacher randomly selected one of the groups as a TBL and the other as an FC. A two-day workshop was held for each group (12 hours of training in total). The educational method was TBL in one group and FC in another. Spritzer's Psychological Empowerment questionnaire was used for data collection in pre- and post-test (one month apart). This questionnaire includes 12 questions (based on a five-point Likert scale) to assess the 4 aspects of job meaningfulness, feeling to be qualified, feeling to be effective, and feeling to have the freedom of choice. The minimum and maximum scores are 12 and 60, respectively. The experts of the field have confirmed its reliability. Its Cronbach-Alpha values were reported in previous studies at 0.86 and 0.89, respectively. Data were analyzed using statistical tests in SPSS16 and Wilcoxon and Mann-Whitney non-parametric tests.
The Mann-Whitney U-test indicated no significant difference between the total mean of the two groups (FC: 35.20±1.73, TBL: 34.30±1.26) in the pre-test (P=0.157). However, there was a significant difference between the psychological empowerment scores of the two groups in the post-test (P<0.001). The Wilcoxon test showed a significant difference between pre-test and post-test scores for each group (P<0.05) and the psychological empowerment scores increased in the post-test for the two groups. However, the mean of post-test score in the TBL group (M: 42.55±1.82, P<0.001) was higher than the FC group (M: 38.45±2.64, P>0.001).
Due to the influence of the TBL technique on psychological empowerment at the postgraduate level, it seems that TBL is more useful and practical for enhancing psychological empowerment.
如今，人们认为有必要促进个人的心理赋能，尤其是在研究生阶段采用适当的教育方法。因此，本研究的目的是调查翻转课堂（FC）和基于团队的学习（TBL）在增强心理赋能方面的效果。
本半实验研究（前测-后测模型）在医学院研究生中进行。采用普查法纳入90名学生。在应用纳入和排除标准后，40名学生根据性别和教育水平非随机地分为两组，每组20人。工作坊教师随机选择其中一组作为TBL组，另一组作为FC组。为每组举办了为期两天的工作坊（总共12小时的培训）。一组采用TBL教育方法，另一组采用FC教育方法。在前后测（间隔一个月）时使用施普雷策尔心理赋能问卷进行数据收集。该问卷包括12个问题（基于五点李克特量表），用于评估工作意义、胜任感、效能感和选择自由这四个方面。最低分和最高分分别为12分和60分。该领域的专家已证实其可靠性。在先前的研究中，其克朗巴哈系数值分别报告为0.86和0.89。使用SPSS16中的统计检验以及威尔科克森和曼-惠特尼非参数检验对数据进行分析。
曼-惠特尼U检验表明，两组在预测试中的总均值（FC组：35.20±1.73，TBL组：34.30±1.26）无显著差异（P=0.157）。然而，两组在后测试中的心理赋能得分存在显著差异（P<0.001）。威尔科克森检验表明，每组的前测和后测得分之间存在显著差异（P<0.05），且两组在后测试中的心理赋能得分均有所增加。然而，TBL组的后测试平均分（M：42.55±1.82，P<0.001）高于FC组（M：38.45±2.64，P>0.001）。
由于TBL技术对研究生心理赋能的影响，似乎TBL在增强心理赋能方面更有用且实用。
