de Brito Christelle, Terrado José
Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain.
Vet Sci. 2024 Aug 5;11(8):354. doi: 10.3390/vetsci11080354.
Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods.
翻转课堂（FC）是一种将传统学习角色进行倒置的教学方法。学生提前获得学习材料，并被期望在课堂教学之前学习相关内容。随后，利用课堂时间来解答疑问，并更深入地检验之前所学的知识。尽管其教学方法在健康教育领域广泛应用，但其在基础兽医学科中的应用仍鲜有描述。本研究探讨了FC教学法在兽医生理学、生物化学、解剖学和胚胎学中的实施情况。课前材料主要以视频形式提供，课堂教学则通过测验和互动活动来促进，旨在加强理解。研究结果表明学生参与度很高，课堂准备也很有效，超过84%的学生参加了FC课堂教学，并且在测验中普遍取得了令人满意的成绩。在第一学期末进行的一项调查显示，很大比例的学生对课前材料（>90%）、测验（82%）和FC教学法（66%）给予了积极评价。然而，到第二学期末，选择传统讲座的学生比选择FC教学法的学生更多（分别为45%和25%），而30%的学生表示对这两种方法没有偏好。对开放式回答的分析强调了FC教学法的积极方面，包括自我组织、理解增强以及课前材料的可用性。然而，它也强调了与FC相关的挑战，例如需要大量的时间和精力。总之，本研究表明，如果不意味着学生负担过重，FC教学法在基础兽医学综合课程中可以受到广泛欢迎，这突出了将传统教学方法和FC教学法相结合的混合教学方法的潜在益处。
