PDF(Pubmed)
Abstract：
BACKGROUND: In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles.
METHODS: The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university\'s learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale.
RESULTS: A total of 210 students participated in the instruction using the FPA method. The analysis of students\' scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher\'s dedication to education.
CONCLUSIONS: The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.
METHODS: The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university\'s learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale.
RESULTS: A total of 210 students participated in the instruction using the FPA method. The analysis of students\' scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher\'s dedication to education.
CONCLUSIONS: The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.
摘要：
背景：为了应对COVID-19危机，这项研究旨在引入一种新的虚拟教学模式，用于解剖学教育，结合同伴辅助学习（PAL）和翻转课堂，符合建构主义原则。
方法：通过描述性研究，在Birjand医科大学二年级医学生的虚拟神经解剖学课程中实施了FlippedPeerAssisted（FPA）方法。该方法涉及小群体的PAL，同伴学习充当教育助手，老师充当促进者。教育内容被上传到大学的学习管理系统（LMS）。使用五点Likert量表的15项问卷评估了医学生对教学方法的看法。
结果：共有210名学生使用FPA方法参加了教学。对学生成绩的分析显示，在30分测试中，平均得分为26.75±3.67。根据学生的反馈，这种教学方法有效地激发了学生的学习，增强团队合作和沟通技巧，改变了他们对解剖学课程的看法，提供形成性评估和反馈的机会，并展示了老师对教育的奉献精神。
结论：FPA模型证明了其在改变传统课堂教学和促进虚拟环境中教学和学习方面的有效性，特别是在像COVID-19这样的大流行期间。该模型有望在具有挑战性的情况下加强解剖学教育。
方法：通过描述性研究，在Birjand医科大学二年级医学生的虚拟神经解剖学课程中实施了FlippedPeerAssisted（FPA）方法。该方法涉及小群体的PAL，同伴学习充当教育助手，老师充当促进者。教育内容被上传到大学的学习管理系统（LMS）。使用五点Likert量表的15项问卷评估了医学生对教学方法的看法。
结果：共有210名学生使用FPA方法参加了教学。对学生成绩的分析显示，在30分测试中，平均得分为26.75±3.67。根据学生的反馈，这种教学方法有效地激发了学生的学习，增强团队合作和沟通技巧，改变了他们对解剖学课程的看法，提供形成性评估和反馈的机会，并展示了老师对教育的奉献精神。
结论：FPA模型证明了其在改变传统课堂教学和促进虚拟环境中教学和学习方面的有效性，特别是在像COVID-19这样的大流行期间。该模型有望在具有挑战性的情况下加强解剖学教育。
