翻转剧本:对两所学术机构的翻转课堂与传统说教式教学进行多年评估和比较。

Michelle Ho, Rishi Agrawal, Diana Lam, Jason Hartman, Claire K Sandstrom, Kevin Chorath, Puneet Bhargava, Lei Wu
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引用次数: 0

摘要

理由和目标:放射科住院医师教育历来采用工作站和说教式教学的形式。由于临床需求和放射科医师的行政负担不断增加,对更高效、更有效的教学的需求也随之增加。翻转课堂教学是一种可行的替代方法,受训者在与教师进行互动式教学之前先独立学习材料。虽然翻转教学在放射学中的应用在医学生中已有研究,但在放射学住院医师中的应用却鲜有报道:在两所学术机构(华盛顿大学和西北大学)收集了五次 PGY-2 核心轮转的考试成绩。华盛顿大学(FR)的一次轮转采用了翻转教学。研究了教学方法、轮转和院校对考试分数的影响。此外,还收集了住院医师调查,以了解他们对翻转课堂教学的看法:结果:在华盛顿大学,翻转轮转教学的平均考试分数明显高于其他大多数采用传统教学的轮转教学(p 结论:翻转课堂教学是一种有效的教学方法:在一所院校,翻转课堂教学至少与传统教学模式同样有效,并能提高标准化考试成绩。在住院医生中,翻转学习也与更高的教育价值感知相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Flipping the script: A multiyear assessment and comparison of flipped classroom versus traditional didactic teaching at two academic institutions.

Rationale and objectives: Historically radiology resident education has taken the form of workstation and didactic teaching. Due to increasing clinical demand and administrative burden for academic radiologists, the need for more efficient and effective teaching has increased. Flipped classroom teaching, where trainees independently learn material prior to interactive teaching sessions with faculty, is a possible alternative. While the use of flipped teaching in radiology has been studied in the medical student setting, its use in the radiology residency setting has been less published.

Materials and methods: At two academic institutions (University of Washington and Northwestern), exam scores from five PGY-2 Core rotations were collected. Flipped teaching was used for one rotation at the University of Washington (FR). The influence of teaching method, rotation, and institution on exam score was examined. Resident surveys were also collected to understand perceptions of flipped classroom teaching.

Results: At the University of Washington, the mean exam score for the flipped rotation was significantly higher than the majority of other rotations utilizing traditional teaching (p<0.05). Between the University of Washington and Northwestern, there was no difference in exam scores when comparing comparable rotations. Among residents at the University of Washington, the flipped teaching rotation was perceived as more educationally valuable than traditional teaching rotations.

Conclusion: Flipped classroom teaching is at least as effective as the traditional teaching model and associated with better performance on standardized exams at one institution. Among residents, flipped learning is also associated with higher perceived educational value.

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