Li Zhu1, Zhengmei Lian2, Maria Engström3. 1. Clinical Medicine Department, Medicine and Health College, Lishui University, Lishui, China. Electronic address: lsxyzhuli@lsu.edu.cn. 2. Nursing Department, Medicine and Health College, Lishui University, Lishui, China. 3. Nursing Department, Medicine and Health College, Lishui University, Lishui, China; Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden. Electronic address: Maria.Engstrom@hig.se.
Abstract
BACKGROUND: Traditional teaching is associated with dilemmas, such as low motivation to learn and passive learning. In contrast, use of a flipped classroom with the proper learning design has the potential to promote accelerated learning, bolster transmission of competencies (i.e., critical thinking, communication and problem-solving skills) and improve teamwork capacity, all of which are of great significance in professional healthcare practice, including nursing, dentistry and medicine. OBJECTIVE: The aim of the study was to examine the effects of using a flipped classroom in ophthalmology courses for undergraduate nursing students, dental students and higher vocational medical students. DESIGN: A quasi-experimental design was used with an intervention (n = 100) and a comparison group (n = 100), pre-/post-testing measures and a mixed-methods approach. SETTING: A university in China. PARTICIPANTS: A total of 200 students were included. METHODS: Students' self-rated learning ability was measured before and after the courses, and skill exams were performed after the courses. In addition, interviews were conducted with the clinical medical students concerning their experiences of the flipped classroom. RESULTS: Students' self-rated learning ability improved significantly more in the intervention than in the comparison group, for the total scale and the three factors 'learning goals', 'self-efficacy and social learning' and 'problem-solving'. Skill exam scores were statistically significantly better in the intervention than in the comparison group. On the whole, the clinical medicine students felt the flipped classroom had a positive impact and improved their learning ability as well as knowledge in ophthalmology. CONCLUSIONS: Use of a flipped classroom for nursing, dental and clinical medical students in ophthalmology courses shows promising results in the form of students' skill exam scores and self-rated learning ability.
BACKGROUND: Traditional teaching is associated with dilemmas, such as low motivation to learn and passive learning. In contrast, use of a flipped classroom with the proper learning design has the potential to promote accelerated learning, bolster transmission of competencies (i.e., critical thinking, communication and problem-solving skills) and improve teamwork capacity, all of which are of great significance in professional healthcare practice, including nursing, dentistry and medicine. OBJECTIVE: The aim of the study was to examine the effects of using a flipped classroom in ophthalmology courses for undergraduate nursing students, dental students and higher vocational medical students. DESIGN: A quasi-experimental design was used with an intervention (n = 100) and a comparison group (n = 100), pre-/post-testing measures and a mixed-methods approach. SETTING: A university in China. PARTICIPANTS: A total of 200 students were included. METHODS: Students' self-rated learning ability was measured before and after the courses, and skill exams were performed after the courses. In addition, interviews were conducted with the clinical medical students concerning their experiences of the flipped classroom. RESULTS: Students' self-rated learning ability improved significantly more in the intervention than in the comparison group, for the total scale and the three factors 'learning goals', 'self-efficacy and social learning' and 'problem-solving'. Skill exam scores were statistically significantly better in the intervention than in the comparison group. On the whole, the clinical medicine students felt the flipped classroom had a positive impact and improved their learning ability as well as knowledge in ophthalmology. CONCLUSIONS: Use of a flipped classroom for nursing, dental and clinical medical students in ophthalmology courses shows promising results in the form of students' skill exam scores and self-rated learning ability.
Authors: Deepika Anbu; Alistair Robson; Octavia Kurn; Charles Taylor; Oliver Dean; December Payne; Eva Nagy; Charlotte Harrison; Samuel Hall; Scott Border Journal: Adv Exp Med Biol Date: 2021 Impact factor: 2.622
Authors: Emily Greenan; Sophie Gallagher; Rana Khalil; Conor C Murphy; Joan Ní Gabhann-Dromgoole Journal: Viruses Date: 2021-09-17 Impact factor: 5.048