Wagoner Krista, Dempsey Angela, Dunn Faith, Chardukian Meredith
Associate Professor, Department of Obstetrics and Gynecology, Medical University of South Carolina College of Medicine.
Professor, Department of Obstetrics and Gynecology, Medical University of South Carolina College of Medicine.
MedEdPORTAL. 2025 Apr 9;21:11505. doi: 10.15766/mep_2374-8265.11505. eCollection 2025.
The Association of Professors of Gynecology and Obstetrics core learning objectives for medical students include postpartum care, peripartum mood disorders, family planning, and intimate partner violence.
This module uses student prework, session slides, and a facilitator guide for a 2-hour flipped classroom case that addresses these core learning areas for medical students on their obstetrics and gynecology clerkship. We assessed the module in a range of domains with five rotations of students who participated during their clerkship and facilitators who led the session. Data were collected from students and facilitators via voluntary participation in a survey made available after the session. Data are reported as proportion of respondents who agreed or strongly agreed.
Of 97 student participants, 57 completed the survey (59%). More than 85% agreed or strongly agreed that the session improved understanding or comfort in each of the learning objectives, and the majority agreed that the prework offered useful knowledge for the session (89%), that the session was interactive (91%), and that the session format was helpful in applying new knowledge (95%). Fifty-seven percent of facilitators responded; all agreed that the facilitator guide increased their confidence while teaching and that they spent less time preparing for the session than traditional didactics. Most (89%) agreed that the facilitator guide helped them promote active learning.
With favorable student and facilitator perceptions, this module provides a tool to address several core learning objectives for medical students in the context of an interactive flipped classroom module.
妇产科教授协会为医学生设定的核心学习目标包括产后护理、围产期情绪障碍、计划生育以及亲密伴侣暴力。
本模块采用学生预习作业、课程幻灯片以及一份引导员指南，用于开展一个时长为两小时的翻转课堂案例，该案例针对医学生妇产科实习期间的这些核心学习领域。我们在一系列领域对该模块进行了评估，有五批学生在实习期间参与其中，还有引导课程的教员。通过学生和教员自愿参与课后提供的一项调查来收集数据。数据报告为表示同意或强烈同意的受访者比例。
97名学生参与者中，57人完成了调查（59%）。超过85%的人同意或强烈同意该课程提高了他们对每个学习目标的理解或熟悉程度，并且大多数人同意预习作业为课程提供了有用的知识（89%），课程具有互动性（91%），课程形式有助于应用新知识（95%）。57%的引导员做出了回应；所有人都同意引导员指南增强了他们教学时的信心，并且与传统教学方式相比，他们为课程做准备所花的时间更少。大多数人（89%）同意引导员指南帮助他们促进了主动学习。
鉴于学生和引导员的良好反馈，本模块提供了一种工具，可在互动式翻转课堂模块的背景下实现医学生的几个核心学习目标。
