The effectiveness and Impact of the Low-contact Flipped Classroom with Case-based Learning in Professional Skill Education for Eye-shielding Radiotherapy

Tzu-Jie Huang ； Chih-Wei Yang ； Yi-Hsuan Wei ； Wei-Jou Lin ； Shin-shyang Huang ； Yao-Ting Lu ； Ta-Chao Tseng ； Shu-Yu Wen ； Kuo-Ming Huang ； Li-Fang Chen ； Pao-Hsiu Tseng ； Sung-Hsin Kuo ； Chiao-Ling Tsai

《Journal of Medical Education》 27卷2期 (2023/06) Pp. 114-124

https://doi.org/10.6145/jme.202306_27(2).0003

摘要

Background: The flipped classroom (FC) is a teaching method that reverses the traditional learning model. During the COVID-19 pandemic, remote teaching became necessary to reduce infection risks, but it is insufficient for practical sessions in the medical field. This study aims to investigate the efficacy of the low-contact FC model in the education of eye-shielding procedures during daily radiotherapy. Methods: All radiation therapists (RTTs) from the Department of Oncology, National Taiwan University Hospital, were recruited. A before-and-after design was employed, starting with an online pre-test of knowledge questionnaire. A 20-minute lecture with case-based learning was delivered, followed by post-tests and perceived surveys. Case-based learning and hands-on practice were conducted in a low-contact environment. Skill performance was evaluated using a standardized checklist while maintaining social distancing. Results: A total of 31 RTTs participated, and significant improvement was observed in knowledge questionnaire scores. Novice RTTs (≤ 2 years of experience) showed greater improvements in gain scores related to basic knowledge and management of eye shielding compared to senior RTTs (> 2 years of experience). Specifically, the evaluation of clinical condition judgment showed no significant differences between novice and senior RTTs. Senior RTTs placing higher value on the course content for their career from perceived surveys. All of the participants passed the skill performance examination. More than half of the participants required reminders regarding the correct execution of technical procedures. Conclusions: The low-contact FC approach effectively enhances learning outcomes, but skill development needs deliberate practice and instructor guidance in eye-shielding radiotherapy.

關鍵字

flipped classroom ； low-contact ； case-based learning ； radiotherapy ； radiation therapy therapists

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