Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students
Abstract:Background: This study aimed to investigate the benefits and challenges of the flipped classroom combined with team-, case-, lecture-and evidence-based learning (FC-TCLEBL) for ophthalmology teaching for eight-year program students. Methods: FC-TCLEBL and the traditional lecture-based classroom (LBC) were compared based on student and teacher feedback questionnaires, student learning burden, and scores on standardized tests as well as their effects on the abilities of clinical thinking, scientific research, ac… Show more
“…For instance, Hu [70] applied the mixed FC and PBL teaching mode Similarly, Elangovan et al [71] integrated PBL and CBL in dental education. Moreover, a mixed mode that combined the FC with team-, case-, lecture-, and evidence-based learning in ophthalmology teaching yielded only improved independent learning among students, but also an awareness of cooperation and competition [72].…”
Objective At present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes. Methods In this review, we analyze flipped-learning nursing students' scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02-1.64; P < 0.001). In addition, 23 studies reported skill scores, indicating significant difference between the FC mode and LBL mode (SMD = 1.58, 95%CI: 1.23-1.93; P < 0.001). Conclusions The results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students' theoretical scores. However,
“…For instance, Hu [70] applied the mixed FC and PBL teaching mode Similarly, Elangovan et al [71] integrated PBL and CBL in dental education. Moreover, a mixed mode that combined the FC with team-, case-, lecture-, and evidence-based learning in ophthalmology teaching yielded only improved independent learning among students, but also an awareness of cooperation and competition [72].…”
Objective At present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes. Methods In this review, we analyze flipped-learning nursing students' scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02-1.64; P < 0.001). In addition, 23 studies reported skill scores, indicating significant difference between the FC mode and LBL mode (SMD = 1.58, 95%CI: 1.23-1.93; P < 0.001). Conclusions The results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students' theoretical scores. However,
“…Limited research has so far examined the integration of the FCA with other methods [3,27,28] and there was no research available, to the best of authors' knowledge, re ecting on the FCA by NPE. Therefore, the study ndings were compared with some investigations that had explored the NPE as well as the FCA alone.…”
Introduction: Selecting an appropriate teaching method is one of the key stages in education. This study was to the effect of FC by NPE on patient safety knowledge retention in nursing and midwifery students. Methods: This randomized controlled trial, using the Solomon design, was conducted in 2019 on an 82nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The samples were then allocated to four groups via block randomization. The samples in both intervention groups studied the educational content online for two weeks and subsequently attended the FC by NPE. Both control groups merely received the conventional methods. The posttest was also taken from the four study groups immediately and two months after education. Results: The posttest mean scores of knowledge in both intervention groups was homogeneous(p=0.1) and higher than those in the control groups(p<0.05). The changes in the mean scores posttest in the intervention and follow-up it did not establish a statistically significant difference between the four study groups(p=0.130,F=1.941). Conclusion: The use of the FC by NPE could increase the knowledge mean scores, but, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.
“…Videos und Schriftdokument waren in Aufbau und Inhalt kongruent, sodass sie sich entsprechend der Flipped-Classroom-Methode ergänzten. Bei dieser Methode steht eine Selbstlernphase mit Skript vor dem eigentlichen Untersuchungskurs [ 5 , 9 , 17 ]. …”
Zusammenfassung
Hintergrund
Da Präsenzveranstaltungen im Sommersemester 2020 durch die Coronavirus-Disease-2019(COVID-19)-Pandemie nicht möglich waren, entwickelten wir einen Online-Untersuchungskurs.
Ziel der Arbeit
Die Studie untersuchte die Zufriedenheit der Student*innen mit dem Online-Untersuchungskurs und die Auswirkungen auf die praktische „Objective structured clinical examination“(OSCE)-Prüfung.
Material und Methoden
Der Online-Untersuchungskurs wurde als videobasiertes Tutorial nach dem SMART(Specific, Measurable, Activating, Reasonable, Time-bound)-Prinzip entwickelt und allen Student*innen des Blockpraktikums Augenheilkunde zur Verfügung gestellt. Die Student*innen benoteten am Ende des Semesters den Online-Untersuchungskurs mittels Online-Fragebogen auf einer Ordinalskala von 1 bis 6 und wurden um Freitextkommentare gebeten. Die relative Punktzahl der OSCE-Prüfung am Ende des Semesters wurde mit den Prüfungsergebnissen des vorangegangenen Semesters verglichen. Alle Auswertungen erfolgten anonymisiert.
Ergebnisse
Es beteiligten sich 67 der 164 Student*innen des Blockpraktikums an der Online-Evaluation (41 %). Die Student*innen fühlten sich auf die praktische Prüfung gut vorbereitet (Mittelwert 2,0; SD 1,0); 70 % der Student*innen (47 von 67) wünschten sich auch zukünftig die Möglichkeit eines digitalen Angebots in Ergänzung zur Lehre vor Ort. Die Prüfungsergebnisse im OSCE waren im Mittelwert mit einer Note von 1,1 sehr gut (SD 0,2; n = 164) und ähnlich zum vorangegangenen Semester (Mittelwert 1,1; SD 0,2; n = 166, zweiseitiger t-Test p = 0,86).
Diskussion
Der Online-Untersuchungskurs erlaubt es den Student*innen, sich auf die OSCE-Prüfung vorzubereiten. Über die COVID-19-Pandemie hinaus kann die Bereitstellung eines Online-Untersuchungskurses eine gewinnbringende Ergänzung zur Präsenzlehre darstellen.
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