PDF(Pubmed)
Abstract：
OBJECTIVE: This study developed and implemented case-based flipped learning using illness script worksheets and investigated the responses of preclinical students and professors to the intervention in terms of its effectiveness, design, and implementation.
METHODS: The study was conducted at a medical school in Korea, where the \"clinical reasoning method\" course, originally a lecture-oriented course, was redesigned into a flipped learning. In total, 42 second-year medical students and 15 professors participated in this course. After the class, online surveys were conducted, and a focus group interview was held with seven students to explore the students\' experiences in more detail.
RESULTS: In total, 37 students and seven professors participated in the survey. The mean score for all items is 3.12/4 for the student survey and 3.43/4 for the professor survey. The focus group interview results were categorized as the beneficial aspects and challenges for the development of clinical reasoning.
CONCLUSIONS: The findings indicated that their responses to the intervention were generally positive, and it is thought to be an effective instructional method for fostering clinical reasoning skills in preclinical medical students.
METHODS: The study was conducted at a medical school in Korea, where the \"clinical reasoning method\" course, originally a lecture-oriented course, was redesigned into a flipped learning. In total, 42 second-year medical students and 15 professors participated in this course. After the class, online surveys were conducted, and a focus group interview was held with seven students to explore the students\' experiences in more detail.
RESULTS: In total, 37 students and seven professors participated in the survey. The mean score for all items is 3.12/4 for the student survey and 3.43/4 for the professor survey. The focus group interview results were categorized as the beneficial aspects and challenges for the development of clinical reasoning.
CONCLUSIONS: The findings indicated that their responses to the intervention were generally positive, and it is thought to be an effective instructional method for fostering clinical reasoning skills in preclinical medical students.
摘要：
目的：这项研究使用疾病脚本工作表开发并实施了基于案例的翻转学习，并调查了临床前学生和教授对干预措施有效性的反应。设计,和执行。
方法：这项研究是在韩国的一所医学院进行的，其中“临床推理方法”课程，最初是一个面向演讲的课程，被重新设计成翻转学习。总的来说,42名二年级医学生和15名教授参加了该课程。课后,进行了在线调查，并对7名学生进行了焦点小组访谈，以更详细地探索学生的经历。
结果：总计，37名学生和7名教授参加了调查。所有项目的平均得分在学生调查中为3.12/4，在教授调查中为3.43/4。焦点小组访谈结果被归类为临床推理发展的有益方面和挑战。
结论：研究结果表明，他们对干预措施的反应总体上是积极的，被认为是培养临床前医学生临床推理技能的有效教学方法。
方法：这项研究是在韩国的一所医学院进行的，其中“临床推理方法”课程，最初是一个面向演讲的课程，被重新设计成翻转学习。总的来说,42名二年级医学生和15名教授参加了该课程。课后,进行了在线调查，并对7名学生进行了焦点小组访谈，以更详细地探索学生的经历。
结果：总计，37名学生和7名教授参加了调查。所有项目的平均得分在学生调查中为3.12/4，在教授调查中为3.43/4。焦点小组访谈结果被归类为临床推理发展的有益方面和挑战。
结论：研究结果表明，他们对干预措施的反应总体上是积极的，被认为是培养临床前医学生临床推理技能的有效教学方法。
