Analysis of satisfaction and academic achievement of medical students in a flipped class
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Purpose: The purpose of this study was to examine the satisfaction of medical students in flipped learning and analyzed academic achievement in comparison with lecture class. Methods: The subjects were 40 students who participated in flipped learning during neurology course in the second year. After performing flipped learning, formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method. Results: The students showed a high level of frequency in using lecture notes (80.6%) and lecture slides (74.2%) among the pre-class learning resources. The average score (3.89) was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning (3.62). The average score of the students in the formative assessment was 4.28 points (out of 10 points) in the lecture class, while it was 5.56 points (out of 10 points) in the flipped learning class thus showing a statistically significant difference (t=-4.203, p<0.001). Conclusion: It was observed from the responses of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expect that this result will be useful as basic data for medical school to try flipped learning in the future.
Abstract
Purpose: The purpose of this study was to examine the satisfaction of medical students in flipped learning and analyzed academic achievement in comparison with lecture class. Methods: The subjects were 40 students who participated in flipped learning during neurology course in the second year. After performing flipped learning, formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method. Results: The students showed a high level of frequency in using lecture notes (80.6%) and lecture slides (74.2%) among the pre-class learning resources. The average score (3.89) was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning (3.62). The average score of the students in the formative assessment was 4.28 points (out of 10 points) in the lecture class, while it was 5.56 points (out of 10 points) in the flipped learning class thus showing a statistically significant difference (t=-4.203, p<0.001). Conclusion: It was observed from the responses of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expect that this result will be useful as basic data for medical school to try flipped learning in the future.
참고문헌 (21)
- 김진희, "대학 Flipped Classroom 환경에서 교수실재감과 학습자-교수자 상호작용이 인지된 학업성취도에 미치는 영향", 교육정보미디어연구, 22(4), pp.733~753 (2016), 한국교육정보미디어학회[DOI]
- 최정빈, "공과대학의 Flipped Learning 교수학습 모형 개발 및 교과운영사례", 공학교육연구, 18(2), pp.77~88 (2015), 한국공학교육학회[DOI]
- 김희영, "플립러닝 적용 기본간호학실습 수업에 대한 실행연구", 기본간호학회지, 24(4), pp.265~276 (2017), 기본간호학회[DOI]
- 이미경, "플립러닝을 기반으로 한 정신간호학 임상실습교육의 효과", 정신간호학회지, 26(2), pp.196~203 (2017), 한국정신간호학회
- 이병주, "플립드 러닝을 적용한 ‘임신, 분만 및 산욕간호’ 수업경험: 혼합연구", 여성건강간호학회지, 22(4), pp.221~232 (2016), 한국여성건강간호학회[DOI]
- McLaughlin JE, "The flipped classroom: a course redesign to foster learning and engagement in a health professions school", Acad Med, 89(2), pp.236~243 (2014)[DOI]
- Morton DA, "Measuring the impact of the flipped anatomy classroom: the importance of categorizing an assessment by Bloom's taxonomy", Anat Sci Educ, 10(2), pp.170~175 (2017)[DOI]
- Prober CG, "Medical education reimagined: a call to action", Acad Med, 88(10), pp.1407~1410 (2013)[DOI]
- Sams A, "Flip your students' learning", Educ Leadersh, 70(6), pp.16~20 (2013)
- Prober CG, "Lecture halls without lectures: a proposal for medical education", N Engl J Med, 366(18), pp.1657~1659 (2012)[DOI]
- 이동엽, "의학교육에서의 교육정보시스템 활용", 의학교육논단, 16(1), pp.1~6 (2014), 연세대학교 의과대학
- 임진혁, "교육의 새로운 패러다임: Flipped Learning 기회인가 위협인가?", 의학교육논단, 16(3), pp.132~140 (2014), 연세대학교 의과대학
- Street SE, "The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course", Med Sci Educ, 25(1), pp.35~43 (2015)[DOI]
- Chen F, "A systematic review of the effectiveness of flipped classrooms in medical education", Med Educ, 51(6), pp.585~597 (2017)[DOI]
- 시지현, "플립드러닝이 의대생의 학습접근방식에 미치는 영향", 교육방법연구, 29(2), pp.347~370 (2017), 한국교육방법학회[DOI]
- Deslauriers L, "Improved learning in a large-enrollment physics class", Science, 332, pp.862~864 (2011)[DOI]
- Guze PA, "Using technology to meet the challenges of medical education", Trans Am Clin Climatol Assoc, 126, pp.260~270 (2015)
- 안미리, "유튜브 동영상을 이용한 플립 러닝 수업의 만족도에 대한 영향과 요인", 멀티미디어 언어교육, 19(1), pp.114~136 (2016), 한국멀티미디어언어교육학회[DOI]
- Missildine K, "Flipping the classroom to improve student performance and satisfaction", J Nurs Educ, 52(10), pp.597~599 (2013)[DOI]
- Della Ratta CB, "Flipping the classroom with team-based learning in undergraduate nursing education", Nurse Educ, 40(2), pp.71~74 (2015)[DOI]
- 서미옥, "혼합연구를 통해 본 플립드 러닝의 영향과 인식", 교육공학연구, 32(3), pp.535~570 (2016), 한국교육공학회[DOI]