Kasat Payal, Deshmukh Vishwajit, Muthiyan Gayatri, T S Gugapriya, Sontakke Bharat, Sorte Smita R, Tarnekar Aditya M
Anatomy, Dr. B. C. Roy Multispeciality Medical Research Center, Nagpur, IND.
Anatomy, All India Institute of Medical Sciences, Nagpur, Nagpur, IND.
Cureus. 2023 Sep 11;15(9):e45021. doi: 10.7759/cureus.45021. eCollection 2023 Sep.
Introduction Medical education is changing towards more flexible, effective, active, and student-centred teaching strategies that reduce the limitations of traditional methods of education. Recently, the flipped classroom method has been suggested to support this transition. However, research on the use of flipped classroom methods in medical education pertaining to short- and long-term retention of the topics is at an early stage. The present paper aims to determine and compare the effects of traditional and flipped classroom methods on first-year medical students' short-term and long-term retention. Method Fifty first-year medical students were subjected to traditional and flipped classroom modules in the form of five sessions each on gross anatomy topics of the thoracic region. These sessions were conducted during independent teaching slots for anatomy. Assessments were done at the completion of each module for both methods. Then, after a gap of two months, the students were again assessed on the content taught in the modules as a part of formative assessment. The data so obtained were compared and analysed statistically. Ethical approval was obtained prior to beginning the study. Written informed consent was obtained from the participating students. Result A total of 50 first-year medical students participated in the study. 33 (67%) participants were males, with a median age of 19.47 years, and 17 (33%) participants were females, with a median age of 19.39 years. The assessment scores showed differences between the two methods of teaching in the short and long term. The flipped classroom method was observed to have significant short-term retention with a p-value <0.0001, which is statistically significant. Conclusion The study concludes that the flipped classroom method serves as an advantageous tool and motivating factor for effective learning, understanding, and retention of conceptual and factual anatomical content.
引言 医学教育正在朝着更加灵活、有效、主动且以学生为中心的教学策略转变，以减少传统教育方法的局限性。最近，有人提出采用翻转课堂教学法来支持这一转变。然而，关于在医学教育中使用翻转课堂教学法对知识的短期和长期保留情况的研究尚处于早期阶段。本文旨在确定并比较传统教学法和翻转课堂教学法对一年级医学生短期和长期知识保留的影响。
方法 五十名一年级医学生参加了关于胸部区域大体解剖学主题的传统教学模块和翻转课堂教学模块，每个模块均以五节课的形式进行。这些课程在解剖学的独立教学时段进行。两种教学法在每个模块结束时都进行了评估。然后，在间隔两个月后，作为形成性评估的一部分，再次对学生在模块中所学内容进行评估。对所获得的数据进行比较并进行统计分析。在研究开始前获得了伦理批准。获得了参与学生的书面知情同意。
结果 共有五十名一年级医学生参与了该研究。33名（67%）参与者为男性，中位年龄为19.47岁，17名（33%）参与者为女性，中位年龄为19.39岁。评估分数显示两种教学法在短期和长期存在差异。观察到翻转课堂教学法具有显著的短期知识保留效果，p值<0.0001，具有统计学意义。
结论 该研究得出结论，翻转课堂教学法是促进有效学习、理解和保留概念性及事实性解剖学内容的有利工具和激励因素。
