1
|
Algarni A. Biomedical students' self-efficacy and academic performance by gender in a flipped learning haematology course. BMC Med Educ 2024; 24:443. [PMID: 38658898 PMCID: PMC11040756 DOI: 10.1186/s12909-024-05421-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2023] [Accepted: 04/12/2024] [Indexed: 04/26/2024]
Abstract
INTRODUCTION This study investigated the impact of flipped learning versus traditional instruction on medical students' academic performance and self-efficacy in a haematology course, and examined gender differences. Flipped learning is an instructional approach where students review pre-recorded lecture content at home, and active learning occurs in the classroom. Self-efficacy refers to students' beliefs in their ability to succeed and accomplish learning goals. METHODS A quasi-experimental study was conducted with 86 third-year Saudi medical students (46 males, 40 females) in a 10-week haematology course. Students were assigned to flipped learning group (n = 41) or traditional lecture group (n = 45). Both groups completed pre- and post-intervention academic tests and self-efficacy surveys. Data were analyzed using descriptive statistics and t-tests. RESULTS The flipped learning group showed an increase in academic scores (p <.05) and self-efficacy scores (p <.05) compared to the traditional group, but between group differences were not statistically significant. Female students in the flipped learning group showed the greatest increase in academic scores and self-efficacy. Most students perceived flipped learning positively for enhancing learning and preparation for class. CONCLUSION Flipped learning promoted self-efficacy compared to traditional lectures in medical students. Gender-specific benefits were observed, highlighting the need to design instruction to meet diverse student needs.
Collapse
Affiliation(s)
- Abdulrahman Algarni
- Department of Medical Laboratory Technology, Faculty of Applied Medical Sciences, Northern Border University, 91431, Arar, Kingdom of Saudi Arabia.
| |
Collapse
|
2
|
Montané E, Vilaplana C, Riera J, Pujol M, Méndez M, Mas A, Vara A, Parés D. Medical Students' Opinion of Their Learning Process. Med Sci Educ 2023; 33:1183-1190. [PMID: 37886280 PMCID: PMC10597930 DOI: 10.1007/s40670-023-01873-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/18/2023] [Indexed: 10/28/2023]
Abstract
Introduction The opinion of students is of utmost importance to identify areas of improvement in undergraduate studies. Medical schools would use this information to plan actions to ensure that the students achieve the necessary medical knowledge. The aim of this study was to analyse the opinion of medical students about their learning process and to analyse the influence of their experience according to their year of medical degree. Methods A questionnaire including 21 items, divided into four sections (motivation, theory lectures, hospital internships, and research) and two overall questions, was distributed among eligible 246 students. Each item was scored from 1 (strongly disagree) to 5 (strongly agree). The opinions of intermediate-year students of medical degree (3rd and 4th) were compared to late-year students (5th and 6th). Results A total of 148 students answered the questionnaire (60.2% response rate). The mean scores for overall student motivation and teaching quality were 6.15 and 7.10, respectively. The student-teacher interaction and new learning technological tools were considered important for student motivation. The only differences found between the two groups of students were that late-year students wished to become part of a medical team and to learn writing scientific papers more than the intermediate-year students. Conclusions This questionnaire revealed that the year of career had little influence on the medical students' opinion on their learning process during their undergraduate studies. Late-year students rated highest on being more interested in being part of a medical team and their knowledge on writing scientific articles. The use of new technologies and the student-teacher interaction is key to motivate students.
Collapse
Affiliation(s)
- Eva Montané
- Department of Pharmacology, Therapeutics and Toxicology, Universitat Autònoma de Barcelona, Bellaterra, Spain
- Department of Clinical Pharmacology, Hospital Universitari Germans Trias i Pujol, Carretera de Canyet s/n, 08916 Badalona, Barcelona, Spain
| | - Cristina Vilaplana
- Experimental TB Unit, Department of Microbiology, Northern Metropolitan Clinical Laboratory, Hospital Universitari Germans Trias i Pujol, Badalona, Barcelona, Spain
- Infectious Diseases and International Health Clinical Division, Northern Metropolitan Management of the Catalan Institute of Health, Badalona, Spain
| | - Joan Riera
- Medical School at Hospital Universitari Germans Trias i Pujol, Badalona, Barcelona, Spain, Universitat Autònoma de Barcelona, Bellaterra, Spain
| | - Marina Pujol
- Medical School at Hospital Universitari Germans Trias i Pujol, Badalona, Barcelona, Spain, Universitat Autònoma de Barcelona, Bellaterra, Spain
| | - Maria Méndez
- Department of Paediatrics, Hospital Universitari Germans Trias i Pujol, Badalona, Barcelona, Spain
- Department of Paediatrics, Obstetrics and Gynecology, Preventive Medicine and Public Health, Universitat Autònoma de Barcelona, Bellaterra, Spain
| | - Albert Mas
- Medical School at Hospital Universitari Germans Trias i Pujol, Badalona, Barcelona, Spain, Universitat Autònoma de Barcelona, Bellaterra, Spain
| | - Angel Vara
- Medical School at Hospital Universitari Germans Trias i Pujol, Badalona, Barcelona, Spain, Universitat Autònoma de Barcelona, Bellaterra, Spain
| | - David Parés
- Department of Surgery, Hospital Universitari Germans Trias i Pujol, Badalona, Barcelona, Spain
- Department of Surgery, Universitat Autònoma de Barcelona, Bellaterra, Spain
| |
Collapse
|
3
|
Zhou X. A conceptual review of the effectiveness of flipped learning in vocational learners' cognitive skills and emotional states. Front Psychol 2023; 13:1039025. [PMID: 36743604 PMCID: PMC9896626 DOI: 10.3389/fpsyg.2022.1039025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Accepted: 11/22/2022] [Indexed: 01/14/2023] Open
Abstract
An inverted method of teaching is an instructional model where traditional classroom activities take place before class while class time is devoted to discussion, problem-solving, and interaction among students. Flipped learning is a learner-centered and technology-driven approach that benefits from the inverted method of teaching. Recently, instructors have begun to employ innovative pedagogies like flipped learning approach, to change the conventional practices in vocational education as flipped learning gives them a chance for professional development. In order to find out the reasons of the improvement of vocational education through the use of flipped learning approach, this review examined the effect of the flipped learning approach on vocational learners' cognitive skills and emotional states in earlier studies. The earlier investigations showed the significant effect flipped learning approach on vocational learners' emotions, such as engagement, motivation, self-efficacy, and their cognitive skills, including critical thinking, problem-solving, learning skill, learning strategies, and communicative competence. However, this review implicated that flipped learning, as a type of blended learning, may be beneficial for learners, instructors, and students' parents to be aware of this valuable learner-centered approach in vocational education.
Collapse
|
4
|
Pham J, Tran A, O'Leary KS, Youm J, Tran DK, Chen JW. Neurosurgery Lectures Benefit from a Flipped Class Approach. World Neurosurg 2022; 164:e481-e491. [PMID: 35552037 DOI: 10.1016/j.wneu.2022.04.134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 04/28/2022] [Accepted: 04/29/2022] [Indexed: 11/26/2022]
Abstract
BACKGROUND In a flipped classroom, students learn lecture material before class then participate in active learning during in-person sessions. This study examines preferences for flipped classroom activities during a neurosurgery presentation on Traumatic Brain Injury (TBI). METHODS 225 third- and fourth-year medical students on their core Neurology rotation watched an online podcast about TBI before meeting for in-person, active learning activities with a neurological surgeon. Before and after the class, students were given rank-based surveys with an optional section for comments. The initial survey assessed preference for specific active learning activities, and the final survey assessed satisfaction with the experience. The students also answered an online 20-question post-lecture test as part of the standard Neurology class assessment. RESULTS Every student scored over 90% on the post-lecture test. Of the 81 students who answered the first survey, most students (83.95%) strongly preferred or preferred case scenarios with group discussion. The average Likert score for case scenario preference (4.37/5) was significantly higher than the score for all other activities (p < 0.05). Of the 207 students who answered the second survey, 80.19% of students reported that they would probably or definitely like to see more flipped classroom activities. CONCLUSIONS Medical students highly preferred case scenarios because, according to their comments, this method was relevant to real-life situations and led to higher information retention. This information suggests that the flipped classroom model for neurosurgical based lectures is preferred, beneficial, and should incorporate case scenarios. This methodology may also apply to neurosurgical residency training.
Collapse
Affiliation(s)
- Judy Pham
- Department of Neurological Surgery, School of Medicine, University of California, Irvine, Orange, California, USA
| | - Antalique Tran
- Department of Neurological Surgery, School of Medicine, University of California, Irvine, Orange, California, USA
| | - Kevin S O'Leary
- Department of Neurological Surgery, School of Medicine, University of California, Irvine, Orange, California, USA
| | - Julie Youm
- Department of Medical Education, School of Medicine, University of California Irvine, Irvine, California, USA
| | - Diem Kieu Tran
- Department of Neurological Surgery, School of Medicine, University of California, Irvine, Orange, California, USA
| | - Jefferson W Chen
- Department of Neurological Surgery, School of Medicine, University of California, Irvine, Orange, California, USA.
| |
Collapse
|
5
|
Abstract
OBJECTIVES The first coronavirus disease 2019 (COVID-19) case in the United States was reported in Washington State. The pandemic caused drastic disruptions to medical institutions, including medical education. The Department of Laboratory Medicine at the University of Washington responded by rapidly implementing substantial changes to medical student clerkships. METHODS In real time, we converted one ongoing case- and didactic-based course, LabM 685, to remote learning. RESULTS Fifteen of 17 scheduled sessions proceeded as planned, including two sessions for student presentations. Two didactics were canceled as the functions of the teleconferencing platform were not sufficient to proceed. One grand rounds speaker canceled due to COVID-19 precautions. Elements of an immersive clinical laboratory clerkship, LabM 680, were repurposed to accommodate 40 medical students per class via remote learning, highlighting clinical laboratory activities that continue throughout the outbreak. A new remote clerkship, MedSci 585C, was developed incorporating distance learning and guided small-group sessions. This coincided with parallel efforts to make resident and fellow service work, conferences, and didactics available remotely to comply with social distancing. CONCLUSIONS The changes in medical education described reflect the dynamic interplay of current events affecting the world of clinical pathology. Throughout this, technology-while with some limitations-has provided the platform for innovative learning.
Collapse
Affiliation(s)
| | - Theresa Nester
- University of Washington, Department of Laboratory Medicine, Seattle
- BloodworksNW, Seattle, WA
| | - Brooke Emrich
- University of Washington, Department of Laboratory Medicine, Seattle
| | | | - Lori A Bourassa
- University of Washington, Department of Laboratory Medicine, Seattle
| | | |
Collapse
|
6
|
Ding C, Li S, Chen B. Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students. BMC Med Educ 2019; 19:419. [PMID: 31727043 PMCID: PMC6854635 DOI: 10.1186/s12909-019-1861-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Accepted: 10/29/2019] [Indexed: 05/17/2023]
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, active-learning, practical application, humanistic care and communication with patients. RESULTS Both the students and teachers were more satisfied with the FC-TCLEBL model. More students in the FC-TCLEBL group agreed that the course helped them to develop skills in creative thinking, problem solving, and teamwork. Students in the FC-TCLEBL group spent significantly more time preparing for class than those in the LBC group, but the time spent on review was significantly lower in the FC-TCLEBL group. The students from the FC-TCLEBL group performed better in a post-test on diabetic retinopathy (DR) as compared to the LBC group. CONCLUSIONS FC-TCLEBL teaching model is effective and suitable for ophthalmology teaching.
Collapse
Affiliation(s)
- Chun Ding
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, Changsha, 410011 China
| | - Shengguo Li
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, Changsha, 410011 China
| | - Baihua Chen
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, Changsha, 410011 China
| |
Collapse
|
7
|
Xu P, Chen Y, Nie W, Wang Y, Song T, Li H, Li J, Yi J, Zhao L. The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. Nurse Educ Today 2019; 80:67-77. [PMID: 31279251 DOI: 10.1016/j.nedt.2019.06.005] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 04/14/2019] [Accepted: 06/10/2019] [Indexed: 05/26/2023]
Abstract
OBJECTIVES Skill competence is essential for nursing students and flipped-classroom teaching has become increasingly popular in China's nursing education. However, no studies have yet specifically examined the effect of a flipped classroom versus a traditional classroom on their skill competence. DESIGN A systematic review and meta-analysis of randomised controlled trials. DATA SOURCES The China National Knowledge Infrastructure, Wanfang Data, VIP, Superstar, PubMed, and Web of Science databases were searched from their inception until 9 June 2018. REVIEW METHODS We screened the studies according to inclusion and exclusion criteria, extracted the data, and assessed the quality. Then, a meta-analysis was conducted. RESULTS Twenty-two studies were eligible after reviewing 484 citations. The flipped classroom increased the students' skills score compared with the traditional teaching method (standardised mean difference = 1.79, 95% confidence interval: 1.32-2.27, p = 0.000). Additionally, it improved the cooperative spirit and sense of teamwork (effect size = 1.60, 95% confidence interval: 1.15-2.06), practical ability (effect size = 1.47, 95% confidence interval: 0.93-2.01), enjoyment of the course (effect size = 1.39, 95% confidence interval: 0.81-1.97), expression and communication (effect size = 1.41, 95% confidence interval: 0.69-2.12), the curriculum's effects (effect size = 1.32, 95% confidence interval: 1.00-1.64), interest in participation (effect size = 1.58, 95% confidence interval: 1.28-1.87), ability to think and analyse problems (effect size = 1.62, 95% confidence interval: 1.24-2.00), and resolution and resilience (effect size = 1.62, 95% confidence interval: 1.29-1.94). CONCLUSIONS The results suggest that the flipped classroom is more effective for the nursing students' skill competence than traditional teaching in China. However, due to heterogeneity and bias risk, a large sample and high-quality studies are needed in future to confirm its effectiveness.
Collapse
Affiliation(s)
- Ping Xu
- School of Nursing, Jilin University, Changchun, China
| | - Yingying Chen
- School of Nursing, Jilin University, Changchun, China
| | - Wenbo Nie
- School of Nursing, Jilin University, Changchun, China
| | - Yuan Wang
- School of Nursing, Jilin University, Changchun, China
| | - Tianjiao Song
- School of Nursing, Jilin University, Changchun, China
| | - Haoran Li
- School of Nursing, Jilin University, Changchun, China
| | - Jin Li
- School of Nursing, Jilin University, Changchun, China
| | - Jiang Yi
- School of Nursing, Jilin University, Changchun, China.
| | - Lijing Zhao
- School of Nursing, Jilin University, Changchun, China.
| |
Collapse
|