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Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

机译：混合学习对公共医疗教育课程学习成果的影响 - 以队伍学习翻转课堂审查

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A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.
机译：一个带有基于团队的学习的翻转课堂是一个混合的教育战略，导游在课堂内外的主动学习。本研究旨在验证这种创新的混合教育战略对知识，解决问题的能力和学习对本科护理学生接受公共医疗教育的影响的影响。主题是本科护理学生，入学在韩国的H University。实验在公共医疗保健课程中在8周内进行。评估了两组，混合学习（带基于团队的学习课堂的一名课堂），评估了对照组的实验组和基于传统的讲座的课堂组。在混合学习组中，学生们课外，课堂上（包括基于团队的学习元素）和课后学习元素。比较以下两组关于以下学习结果：知识，解决问题能力和学习满意度。结果表明，与传统讲座相比，混合学习教学方法，增强了学生的知识，解决问题能力，以及在公共医疗保健课程中学习满意度。本研究支持翻转课堂与基于团队的学习作为混合学习策略的可行性，能够在护理学生的学习成果中产生改进。混合学习方法可能是护理教育中常规方法的有效替代方案。

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