結合翻轉教室自製醫學影像輔具對學生學習成效影響之研究

以六項自製教學輔具導入放射診斷技術學課程，並藉由翻轉教學及前後測啟發學生自主學習能力，以臨床操作技能直接觀察評估法（Direct Observation of Procedural Skills, DOPS）進行實作多元評量。本研究以醫學影像暨放射科學系大學部二年級共116人，導入六項自製教學輔具進行翻轉教學、前後測及DOPS評量，評估學生學習成效，DOPS考官除授課教師外均為臨床放射師。統計方法採準實驗研究法中之單組前後測考驗，預測變項為教學方式，效標變項為放射診斷學之學習成效，並以配對樣本t檢定作為統計方法。本研究蒐集105年至108年同期比較，105年至108年學期平均成績分別為57.55±12.24、60.31±13.63、51.38±12.65及70.78±7.15，成績明顯提升，標準差變小（p<0.01）。學生接受導入自製輔具之課程，對DOPS評量滿意度高，學生不再只接受紙筆測驗，而藉由實作方式讓臨床放射師提供回饋，以此改善不足之處。此外，本研究結果顯示學生對於能提早接觸臨床評估方式感到滿意。

關鍵字

翻轉教學；自製教學輔具；操作型技能直接觀察評量法

並列摘要

The project introduced six self-innovative teaching assisted tools to the course of diagnostic imaging to increase student competence by flipped classroom, pre- test and post-test. The examination is evaluated by direct observation procedural skills (DOPS). This study was conducted with 116 students from the Department of Medical Imaging and Radiological Sciences. Six self-innovative teaching assisted tools were introduced for flipped teaching and pre-test, post-test and DOPS assessment to evaluate students' learning effectiveness. The DOPS examiners, except for the teaching teachers, were all clinical radiology teachers. The statistical method adopts a quasi-experimental research method and one-group pre-test post-test design, predictive variables are teaching method and criterion variable is learning outcome, and the paired sample t-test is used as the statistical method. The result suggests a remarkable improvement in student learning outcomes. The authors collected comparisons from 105 to 108 in the same period. The score from 105 to 108 respectively 57.55±12.24, 60.31±13.63, 51.38±12.65, and 70.78±7.15. From the data, it can be seen that the score has been significantly improved, and the standard deviation has become smaller (p < 0.01). Students accept the course of introducing self-innovative assistive devices, and they are highly satisfied with the DOPS evaluation. Students no longer only accept paper and pencil tests, and clinical teachers provide feedback through practical methods to improve deficiencies. This study shows was satisfied with early access to clinical assessment modalities.

並列關鍵字

flipped classroom ； self-innovative teaching assisted tools ； DOPS

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