Abstract：
BACKGROUND: In recent years, flipped classes have emerged and become popular in college medical education. However, due to the huge medical learning system and the limited pre-class study time of students, it is difficult to implement in all courses. And then we adopted the semi-flipped classes (SFCs) to evaluate its teaching effect. This study analysed three educational methods that can be used in oral medicine courses: online education, offline education, and semi-flipped classes.
METHODS: We used two surveys to evaluate the three educational methods. In the first survey 46 teachers and 238 undergraduates shared their experience of the live-streaming and traditional offline courses offered in the different oral medicine curricula; we used anonymous questionnaires to evaluate their class experience. In the second survey 94 students shared their experience of the semi-flipped and traditional classrooms. Students who attended the SFCs in the experimental group learned about the oral mucosa disease by themselves using an online video course and then participated in offline interaction with teachers. The evaluation of the above educational methods was conducted using the anonymous questionnaires and final exam assessment.
RESULTS: According to the first survey, teachers and students both agreed that the overall teaching experience and learning effectiveness in offline education are superior to those in online education. According to the second survey, students who participated in the SFCs performed better in the final exam than those who participated in the simple offline classes. Additionally, the survey showed that the new teaching method helped students gain more knowledge and positively influenced their clinical practice.
CONCLUSIONS: Compared with the online and offline educational methods, the SFC showed better results in both the questionnaire and final exam assessment. Hence, the effectiveness of medical education can be improved by adopting a teaching mode that combines online and offline teaching methods. Scientific and logical SFCs designs, along with their effective implementation, would eventually make SFCs an important tool for medical education.
METHODS: We used two surveys to evaluate the three educational methods. In the first survey 46 teachers and 238 undergraduates shared their experience of the live-streaming and traditional offline courses offered in the different oral medicine curricula; we used anonymous questionnaires to evaluate their class experience. In the second survey 94 students shared their experience of the semi-flipped and traditional classrooms. Students who attended the SFCs in the experimental group learned about the oral mucosa disease by themselves using an online video course and then participated in offline interaction with teachers. The evaluation of the above educational methods was conducted using the anonymous questionnaires and final exam assessment.
RESULTS: According to the first survey, teachers and students both agreed that the overall teaching experience and learning effectiveness in offline education are superior to those in online education. According to the second survey, students who participated in the SFCs performed better in the final exam than those who participated in the simple offline classes. Additionally, the survey showed that the new teaching method helped students gain more knowledge and positively influenced their clinical practice.
CONCLUSIONS: Compared with the online and offline educational methods, the SFC showed better results in both the questionnaire and final exam assessment. Hence, the effectiveness of medical education can be improved by adopting a teaching mode that combines online and offline teaching methods. Scientific and logical SFCs designs, along with their effective implementation, would eventually make SFCs an important tool for medical education.
摘要：
背景：近年来，翻转课堂已经出现并在大学医学教育中流行。然而,由于庞大的医学学习体系和学生课前学习时间有限，很难在所有课程中实施。然后，我们采用半翻转课堂（SFC）来评估其教学效果。这项研究分析了三种可用于口腔医学课程的教育方法：在线教育，线下教育,和半翻转类。
方法：我们使用了两项调查来评估三种教育方法。在第一次调查中，46名教师和238名本科生分享了他们在不同口腔医学课程中提供的直播和传统离线课程的经验；我们使用匿名问卷来评估他们的课堂经验。在第二次调查中，94名学生分享了他们对半翻转和传统教室的体验。参加实验组SFC的学生通过在线视频课程自行了解口腔黏膜疾病，然后与老师进行离线互动。以上教育方法的评估是使用匿名问卷和期末考试评估进行的。
结果：根据第一次调查，师生一致认为,线下教育的整体教学体验和学习效果优于线上教育。根据第二次调查，参加SFC的学生在期末考试中的表现要比参加简单离线课程的学生好。此外,调查显示，新的教学方法帮助学生获得更多的知识，并积极影响他们的临床实践。
结论：与在线和离线教育方法相比，证监会在问卷和期末考试评估中都显示出更好的结果。因此，采用线上线下相结合的教学模式可以提高医学教育的有效性。科学和逻辑的SFCs设计，随着它们的有效实施，最终将使SFC成为医学教育的重要工具。
方法：我们使用了两项调查来评估三种教育方法。在第一次调查中，46名教师和238名本科生分享了他们在不同口腔医学课程中提供的直播和传统离线课程的经验；我们使用匿名问卷来评估他们的课堂经验。在第二次调查中，94名学生分享了他们对半翻转和传统教室的体验。参加实验组SFC的学生通过在线视频课程自行了解口腔黏膜疾病，然后与老师进行离线互动。以上教育方法的评估是使用匿名问卷和期末考试评估进行的。
结果：根据第一次调查，师生一致认为,线下教育的整体教学体验和学习效果优于线上教育。根据第二次调查，参加SFC的学生在期末考试中的表现要比参加简单离线课程的学生好。此外,调查显示，新的教学方法帮助学生获得更多的知识，并积极影响他们的临床实践。
结论：与在线和离线教育方法相比，证监会在问卷和期末考试评估中都显示出更好的结果。因此，采用线上线下相结合的教学模式可以提高医学教育的有效性。科学和逻辑的SFCs设计，随着它们的有效实施，最终将使SFC成为医学教育的重要工具。
