Chang Julia J, Hain Adam, Dosiou Chrysoula, Gesundheit Neil
Division of Endocrinology, Metabolism, and Gerontology, Department of Medicine, Stanford School of Medicine, Stanford, California.
Office of Medical Education, Stanford School of Medicine, Stanford, California.
Adv Med Educ Pract. 2023 Sep 6;14:963-972. doi: 10.2147/AMEP.S413201. eCollection 2023.
The COVID-19 pandemic and a movement away from traditional lecture-based learning have increased the use of online flipped classroom (FC) and active learning models in medical education. The Community of Inquiry (CoI) framework for online learning may be used to evaluate the effectiveness and strengths of the online FC model compared with other learning formats.
An observational survey study was conducted to measure medical student and facilitator perceptions of an online FC endocrinology tutorial compared with online lecture experiences. For the tutorial, students were instructed to watch short, pre-recorded lecture videos on thyroid pathophysiology prior to class. During class, small groups of students were paired with a faculty facilitator in online Zoom rooms for case discussion. Students were surveyed using the CoI framework to assess elements of cognitive, social, and teaching presence between the two online learning modalities. Facilitators were also surveyed. Survey questions were rated on a 5-point Likert scale.
Fifty-three out of 92 students (58% response rate) and seven out of eight facilitators (88% response rate) completed surveys. In general, students felt that online FC learning improved cognitive, teaching, and social presence compared with online lecture. Areas of cognitive presence (mean score 3.9 ± 1.0 SD), such as stimulating curiosity and applying concepts, were highly rated. Certain elements of social presence (3.6 ± 0.9) and teaching presence (3.7 ± 0.9), such as expression of emotion and communication of expectations, garnered lower ratings. All surveyed facilitators felt that online FC was more effective and enjoyable to teach than online lectures but did not feel it was superior to in-person instruction.
Medical students and facilitators viewed an online FC tutorial in endocrinology positively. Most, but not all, areas of the CoI framework were enhanced with the online FC tutorial compared with online lecture-based learning.
新冠疫情以及对传统讲座式学习方式的摒弃，使得在线翻转课堂（FC）和主动学习模式在医学教育中的应用有所增加。在线学习的探究社区（CoI）框架可用于评估在线FC模式与其他学习形式相比的有效性和优势。
开展了一项观察性调查研究，以衡量医学生和教师对在线FC内分泌学教程的看法，并与在线讲座体验进行比较。对于该教程，学生被要求在课前观看关于甲状腺病理生理学的简短预录制讲座视频。在课堂上，小组学生与教师在在线Zoom会议室中配对进行病例讨论。使用CoI框架对学生进行调查，以评估两种在线学习模式之间认知、社会和教学临场感的要素。同时也对教师进行了调查。调查问题采用5点李克特量表评分。
92名学生中有53名（回复率58%）和8名教师中有7名（回复率88%）完成了调查。总体而言，学生认为与在线讲座相比，在线FC学习提高了认知、教学和社会临场感。认知临场感方面（平均得分3.9±1.0标准差），如激发好奇心和应用概念等，得到了高度评价。社会临场感（3.6±0.9）和教学临场感（3.7±0.9）的某些要素，如情感表达和期望沟通，得分较低。所有接受调查的教师都认为在线FC教学比在线讲座更有效且更有趣，但不认为它优于面对面教学。
医学生和教师对内分泌学的在线FC教程评价积极。与基于在线讲座的学习相比，在线FC教程在CoI框架的大多数但并非所有领域都有所增强。
