- 期刊
翻轉教學應用於擬真臨床技能學習之滿意度初探
An Exploratory Study on Simulated Clinical Skill Learning Satisfaction in the Flipped Approach
摘要
本研究旨在了解翻轉教學應用於擬真臨床技能的學習滿意度。本研究團隊用翻轉教學方式設計北部某醫學大學的醫學系五年級臨床技能課程，有七十八位學生於課程後完成學習滿意度的問卷填寫。該問卷為本研究之工具，由共有四問題，以Likert五點式尺標呈現量表。結果顯示：（一）學生對翻轉教學應用於擬真技能的學習感到滿意。（二）學生在翻轉教學中，學習臨床技能時的滿意度，在認知、技能、情意面項間的差異並未達統計的顯著水準。此結果與實務經驗提供第一線實施臨床技能模擬課程的人員，在面對授課時間有限、而臨床技能眾多、師資與設備不足的挑戰時，一條可以踐行的道路：善用科技，翻轉教學。
並列摘要
The purpose of this study is to examine students' learning satisfaction of simulatedon learning clinical skills course in the flipped classroom. According to flipped approach, we designed implemented simulated hands-on clinical skill course with pre-class learning for 78 fifth grade medical students in a University Hospital in north Taiwan. They The students finished completed the course and filled the questionnaire which is the instrument of this researchto provide their perceptions of satisfaction. The research instrumentquestionnaire has four items is with a 5-point Likert scale. The result showed that: (1) students have high learning satisfaction toward the in flipped classroom in learning clinical skills. (2) There was no statistical difference among three domains of knowledge, skill, and attitude and overall average of students’ learning satisfaction in flipped classroom. These outcomes and experience study results on a flipped approach offers a practical way strategy to face resolve the barriers derivedchallenge from limited instructional time, numerous clinical skills, and insufficient number of both teacherscy of faculty manpower and equipment. The authors suggested smart uses of technology in a flipped classroom.