Department of Pediatrics, University of California, San Francisco, California.
Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania.
Am J Perinatol. 2024 May;41(S 01):e2562-e2573. doi: 10.1055/s-0043-1772227. Epub 2023 Aug 9.
Effective flipped classroom (FC) education fosters learner engagement, promoting higher-level cognitive skills. FC learning in graduate medical education (GME) has increased, but few educators have significant experience with FC facilitation. There are no evidence-based practices to support professional development of FC facilitation skills in GME. The objective of this study is to identify best practices for effective FC facilitation in GME.
We conducted a mixed-methods, cross-sectional study of faculty educators who participated in a randomized controlled trial (RCT) using FC for physiology education in neonatal-perinatal medicine. Educators completed a 25-question survey about effective strategies for FC facilitation. A subset of educators participated in interviews to share their FC facilitation experiences and strategies to maximize learner engagement. Quantitative survey data were analyzed with descriptive statistics. Qualitative survey and interview data were coded and analyzed inductively to identify themes.
Seventy-five educators completed the survey (75/136, 55% response rate), and 11 participated in semistructured interviews. While educators facilitated a median of two FC sessions (interquartile range: 1, 5) during the RCT, 43 (57%) had not received prior training in FC facilitation. Qualitative data analyses generated five themes that aligned with quantitative survey results: (1) educator preferences, (2) unique FC facilitation skills, (3) learning environment optimization, (4) subject matter expertise, and (5) learner behavior management. Sixty-two educators (83%) felt they were well prepared to lead FC sessions. Thirty-six educators (48%) reported that unprepared learners disrupt the learning environment, and the provision of clear expectations and adequate time to prepare for FCs improves learner preparation. Strategies to facilitate effective FC sessions included creating a safe learning environment and engaging learners in critical thinking.
Educators highlighted faculty development needs, strategies, and actions to promote effective FC facilitation. Further exploration through learner interviews will provide additional evidence for the development of best practices and resources for FC facilitation.
· Educators prefer the FC educational modality over traditional didactic lectures.. · Prior experiences in simulation debriefing provide foundational skills for new FC facilitators.. · Setting learner expectations and ensuring safe space in the classroom encourage learner engagement.. · Educator and learner preparation for FC is essential to optimize the learning experience.. · Unique approaches in facilitation are required to support all types of learners..
有效的翻转课堂（FC）教育能促进学习者的参与度，培养更高层次的认知技能。在研究生医学教育（GME）中，FC 学习的应用有所增加，但很少有教育工作者在 FC 促进方面有丰富的经验。目前还没有循证实践来支持 GME 中 FC 促进技能的专业发展。本研究的目的是确定 GME 中有效 FC 促进的最佳实践。
我们对参与新生儿围产期医学生理学教育中 FC 的随机对照试验（RCT）的教师教育者进行了一项混合方法、横断面研究。教育者完成了一份关于 FC 促进有效策略的 25 个问题的调查。一部分教育者参加了访谈，分享他们促进 FC 以最大限度提高学习者参与度的经验和策略。使用描述性统计方法分析定量调查数据。对定性调查和访谈数据进行编码和归纳分析，以确定主题。
75 名教育者完成了调查（75/136，55%的回复率），11 名教育者参加了半结构化访谈。虽然教育者在 RCT 期间平均主持了两次 FC 课程（中位数：1，四分位距：1，5），但 43 名（57%）没有接受过 FC 促进方面的预先培训。定性数据分析生成了五个与定量调查结果一致的主题：（1）教育者偏好，（2）独特的 FC 促进技能，（3）学习环境优化，（4）学科专业知识，以及（5）学习者行为管理。62 名教育者（83%）认为他们已经做好了主持 FC 课程的充分准备。36 名教育者（48%）报告说，没有准备好的学习者会扰乱学习环境，而提供明确的期望和足够的时间为 FC 做准备可以提高学习者的准备程度。促进有效 FC 课程的策略包括营造安全的学习环境和培养学习者的批判性思维。
教育者强调了教师发展的需求、策略和行动，以促进有效的 FC 促进。通过学习者访谈进一步探讨将为 FC 促进提供最佳实践和资源的发展提供更多证据。
· 教育者更喜欢 FC 教育模式而不是传统的讲授式讲座。
· 之前在模拟讨论中的经验为新的 FC 促进者提供了基础技能。
· 设定学习者的期望并确保课堂上的安全空间可以鼓励学习者的参与。
· FC 促进的教育者和学习者的准备对于优化学习体验至关重要。
· 支持各种类型的学习者需要独特的促进方法。
