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首页> 外文期刊>BMC Medical Education >Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship
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Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

机译：实施翻转课堂与基于问题的学习相结合：在内分泌学实习中促进学习甲状腺功能亢进的方法

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With the development of medicine, new teaching methods, such as flipped classroom and problem-based learning (PBL), have received much attention in medical education. However, the implementation of flipped classroom combined with PBL in endocrinology education has not been well investigated. Considering that both two teaching methods may complement each other, therefore, the aim of this study was to evaluate students’ learning effectiveness acceptability of the pedagogy between traditional lecture-based teaching methods and the combination of flipped classrooms with PBL teaching methods in the endocrinology internship. 74 fourth-year medical students at the Bengbu Medical College were enrolled in the endocrinology internship. Hyperthyroidism was chosen for the content of this study. The participants were randomly allocated into either the combination group of flipped classroom with PBL (CG) or the traditional lecture-based classroom group (TG). Both a pre-quiz and a post-quiz were conducted before and after the classes, respectively. All questions in the quizzes were classified into two aspects, basic theoretical knowledge and clinical case analyses based on the Bloom’s Taxonomy. The scores were compared and students were required to complete the questionnaire to evaluate their perceptions and experience. The mean post-quiz scores of both the TG and the CG were higher than those of the pre-quiz. Additionally, the post-quiz showed that students in the CG had significantly higher scores in the TG. Further analysis found that after class, only the difference in clinical case analysis between CG and TG was significant. The scores of all items in the questionnaires were higher in the CG than in the TG. More students agreed that the combined teaching method could help to improve their performance, at the same time, it could increase their workload. The combination of the flipped classroom and PBL teaching approach could be a better option over the traditional lecture-based classroom in the teaching of hyperthyroidism during endocrinology internship, although it can increase students’ workload. To be widely accepted and implemented, further optimizations are required.
机译：随着医学的发展，诸如翻转教室和基于问题的学习（PBL）等新的教学方法在医学教育中受到了广泛的关注。但是，对翻转课堂与PBL结合在内分泌学教育中的实施还没有得到很好的研究。考虑到两种教学方法可以互相补充，因此，本研究的目的是评估学生在传统的基于演讲的教学方法以及在内分泌学实习中翻转课堂与PBL教学方法相结合的教学法的学习效果可接受性。蚌埠医学院的74名四年级医学生参加了内分泌实习。选择甲状腺功能亢进作为本研究的内容。参与者被随机分配到PBL翻转教室（CG）或传统基于演讲的教室组（TG）的组合组中。测验前和测验分别在上课之前和之后进行。测验中的所有问题都分为两个方面，即基本理论知识和基于Bloom的分类法的临床病例分析。比较分数，并要求学生填写问卷以评估他们的看法和经验。 TG和CG的平均测验分数均高于测验前的分数。此外，测验显示CG的学生在TG的得分明显更高。进一步的分析发现，下课后，只有CG和TG之间的临床病例分析差异显着。问卷中所有项目的得分在CG中均高于TG。越来越多的学生同意，结合教学法可以帮助提高他们的表现，同时也可以增加他们的工作量。在内分泌学实习期间甲亢的教学中，翻转课堂和PBL教学法相结合可能是优于传统的基于演讲的课堂的更好选择，尽管这样做会增加学生的工作量。为了被广泛接受和实施，需要进一步的优化。

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