PDF(Pubmed)
Abstract：
Introduction Traditional classroom teaching involves a process where knowledge is disseminated to students by the teachers through a one-way process. Such a learning environment makes students passive and muted, which can be improved by alternative teaching and learning (TL) methods like the flipped classroom (FC) technique. The FC approach involves a student-inclusive TL process. FC is a student-centered approach that benefits teachers and students by emphasizing the key information during the learning process. The present study aimed to understand the efficacy of the FC TL method and evaluate students\' perception of FC among underachieving first-year medical students in learning physiology. Methods This prospective, descriptive, and cross-sectional study was conducted on 100 underachieving first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in the Department of Physiology at a tertiary care teaching hospital. All the participants were taught cardiovascular physiology through the FC method. The study subjects were asked to take a pretest including multiple choice questions a week before the study. The study period was four weeks, following which the students were asked to take a post-test. A questionnaire was used to understand the student\'s perception of FC. The responses to the questionnaire were graded based on the Likert scale. Results The mean scores of the post-test (19.40±4.22) were significantly (p< 0.05) greater than those of the pre-test (12.43±4.26). Regarding the perception of FC, 68% (68/100) of students agreed that the objectives, methodology, and outcomes were well-defined. Around 39% (39/100) of students strongly agreed that the study material was adequate, relevant, and easy to learn. Nearly 58% (58/100) of the students agreed that the competencies are dealt with completely in every session. Roughly 16% (16/100) of students agreed that the classroom time is sufficiently utilized for peer-based learning. Many (61%, 61/100) students agreed that sufficient time was given for learning. About 34% (34/100) of the students strongly agreed that the assessment tools were relevant. About 56% (56/100) of students agreed and 21% (21/100) strongly agreed that the FC method helped them to improve their understanding of the subject. More than half (54%, 54/100) of the students agreed and 18% (18/100) strongly agreed that the FC promoted self-directed learning. Most students (71%, 71/100) believed FC to be an interesting and satisfactory learning experience. Conclusions The results indicate that most students believed FC was an effective and innovative TL technique. The FC method could help underachievers improve their cognitive skills and analytical thinking and enhance exam performance.
摘要：
引言传统的课堂教学涉及教师通过单向过程向学生传播知识的过程。这样的学习环境让学生变得被动,沉默寡言,可以通过诸如翻转课堂（FC）技术之类的替代教学和学习（TL）方法进行改进。FC方法涉及包含学生的TL过程。FC是一种以学生为中心的方法，通过强调学习过程中的关键信息，使教师和学生受益。本研究旨在了解FCTL方法的功效，并评估成绩不佳的一年级医学生在学习生理学方面对FC的看法。方法这种前瞻性的，描述性,描述性在三级护理教学医院的生理学系，对100名成绩不佳的一年级医学学士和外科学士（MBBS）学生进行了横断面研究。所有参与者都通过FC方法教授心血管生理学。要求研究对象在研究前一周进行包括多项选择题的预测测试。研究时间为四周,随后学生被要求参加后测。使用问卷来了解学生对FC的看法。对问卷的回答根据李克特量表进行分级。结果后测（19.40±4.22）分明显高于前测（12.43±4.26）分（p<0.05）。关于FC的看法，68%(68/100)的学生同意目标，方法论，和结果是明确的。大约39%(39/100)的学生强烈同意学习材料是足够的，相关,和容易学习。近58％（58/100）的学生同意在每节课中完全处理能力。大约16％（16/100）的学生同意课堂时间被充分利用以同伴为基础的学习。许多（61%，61/100）学生同意给予足够的学习时间。大约34％（34/100）的学生强烈同意评估工具是相关的。大约56％（56/100）的学生同意，21％（21/100）的学生强烈同意FC方法帮助他们提高对该主题的理解。一半以上（54%，54/100）的学生表示同意，18％（18/100）的学生强烈同意FC促进了自我导向学习。大多数学生（71％，71/100）认为FC是一种有趣且令人满意的学习经历。结论结果表明，大多数学生认为FC是一种有效且创新的TL技术。FC方法可以帮助后进生提高认知技能和分析思维，并提高考试成绩。
