Jumaa Mohammad I, Hanafy Safaa M, Farhat Karim H, Arafa Mostafa A, Farahat Mohamed Fawzi
Department of Anatomy and Physiology, College of Medicine, Imam Mohammad Ibn Saud Islamic University, Riyadh, SAU.
Department of Surgery, The Cancer Research Chair, College of Medicine, King Saud University, Riyadh, SAU.
Cureus. 2024 Sep 2;16(9):e68459. doi: 10.7759/cureus.68459. eCollection 2024 Sep.
Introduction A quasi-experimental study was conducted to assess students' attitudes toward the flipped practical classroom and evaluate its effectiveness in teaching practical anatomy. Methods Two survey questionnaires were developed: the first assessed students' attitudes toward flipped practical classrooms, while the second focused on the obstacles and difficulties students might encounter in this learning environment. Results We found that students rated flipped learning significantly higher compared to other teaching methods, particularly in terms of the quality of learning materials, enhancement of learning skills, engagement and understanding of anatomy topics, and problem-solving abilities. The highest mean examination grades were observed for the pretest flipped modality, followed by the pretest small group discussion (mean scores: 82.72 vs. 54.46, F = 43.2, P = 0.004). Conclusions Students hold positive attitudes toward flipped classrooms and small group discussions compared to traditional classes.
引言 开展了一项准实验研究，以评估学生对翻转实践课堂的态度，并评价其在实践解剖学教学中的有效性。方法 编制了两份调查问卷：第一份评估学生对翻转实践课堂的态度，第二份聚焦于学生在这种学习环境中可能遇到的障碍和困难。结果 我们发现，与其他教学方法相比，学生对翻转学习的评价显著更高，尤其是在学习材料质量、学习技能提升、解剖学主题的参与度和理解以及解决问题的能力方面。预测试翻转模式的平均考试成绩最高，其次是预测试小组讨论（平均分数：82.72对54.46，F = 43.2，P = 0.004）。结论 与传统课程相比，学生对翻转课堂和小组讨论持积极态度。
