線上即時反饋系統應用於耳鼻喉科實習醫學生核心課程翻轉教室教學之成效：一前瞻性控制研究

Effects of an Online Interactive Response System-Based Flipped Classroom for Otolaryngologic Clerkship Core Curriculum: A Prospective Controlled Study

林世倉(Shih-Tsang Lin) ； 張淳翔(Chun-Hsiang Chang) ； 王守仁(Shou-Jen Wang) ； 蘇家弘(Chia-Hung Su) ； 陳一嘉(Yi-Jia Chen) ； 陳正文(Jeng-Wen Chen)

《台灣耳鼻喉頭頸外科雜誌》 55卷3期 (2020/09) Pp. 149-159

https://doi.org/10.6286/jtohns.202009_55(3).149

摘要

背景：國內醫學系已改制為6年，畢業後一般醫學訓練亦延長為兩年，耳鼻喉科實習前的核心課程，週授課改為在實習之前觀看十堂線上教材，臨床教師則被要求在實習過程中，以翻轉教室（flipped classroom, FC）的方式，與學員討論核心課程的內容。線上即時反饋系統（interactive response system, IRS）是輔助教學的工具，使用智慧型手機搭配網路及事先設計好的題目，協助臨床教師於課堂上即時與學員互動，取得量性與質性的結果，可即時且有效地評估學員的認知表現，決定討論之深度及廣度。本研究目的在探討IRS應用於耳鼻喉科實習醫學生核心課程FC教學的學習成效及教學滿意度。方法：共48名六年級實習醫學生參與研究。其中12名接受以IRS為架構的核心課程FC教學（實驗組），比較核心課程FC前、後測的成績。對照組（36名）接受一般FC教學，並比較兩組間在學期成績表現及教學滿意度的差異。結果：實驗組中Zuvio後測成績明顯優於Plickers前測成績（49.4 ± 1.2 vs. 38.0 ± 4.5, p = 0.002）。期末成績比較則顯示實驗組在平時成績的得分優於對照組（p = 0.018），但學期總成績在兩組之間無顯著差異（p = 0.703），實驗組學員的教學滿意度明顯高於對照組（p = 0.016）。結論：研究結果顯示，以IRS為架構的核心課程翻轉教室教學中，後測成績明顯優於前測，且學員整體教學滿意度明顯高於對照組。在核心課程翻轉教室教學中，運用IRS前、後測可增進師生互動並量化學習成效。

關鍵字

core curriculum ； flipped classroom ； interactive response system ； Otolaryngology（核心課程 ； 翻轉教室 ； 即時反饋系統 ； 耳鼻喉科）

並列摘要

BACKGROUND: In Taiwan, the 6-year medical school curriculum with a 2-year postgraduate training has begun. The clerks were required to spend 10 hours watching online study materials before a 2-week otolaryngologic clinical rotation. The instructors will discuss the core content with the trainees during the rotation (flipped classroom, FC). Online services, namely Plickers and Zuvio, are emerging tools that work as interactive response systems (IRS). Both Plickers and Zuvio utilize smartphones with an internet connection and preset questions to help teacher-student interaction. The real-time quantitative (Plickers and Zuvio) and qualitative (Zuvio)feedbacks may help trainers efficiently assess their trainees' cognitive performance during an FC. This study evaluates the effects of an online IRS-based FC for an otolaryngologic clerkship core curriculum on the performance of the final exam. METHODS: A total of 48 medical students enrolled in the otolaryngologic clerkship was taught using an FC approach. The instructors in the intervention group (n = 12) adopted a structured online IRS-based FC. The Plickers pretest and Zuvio posttest scores during the FC were compared. The control group (n = 36) conducted a standard FC without a structured IRS design. Outcomes of the final exam and the trainees' degree of satisfaction were compared between the two groups. RESULTS: Compared to the pretest's average score, we observed a significant improvement in the posttest average score (38.0 ± 4.5 vs. 49.4 ± 1.2, p = 0.002). Results of final exam performance showed a significantly higher average score of general performance in the intervention group ( p = 0.018). However, the overall score did not differ in the two groups ( p = 0.703). The average Likert scale scores for the overall rating of teaching satisfaction were significantly higher in the intervention group than the control group ( p = 0.016). CONCLUSIONS: Our results demonstrated an increased average posttest score, and a higher degree of satisfaction in the trainees underwent IRS-based FC for an otolaryngologic clerkship core curriculum. We suggest a structured Plickers pretest and a Zuvio posttest during an FC to improve student-teacher interaction and quantify learning progress.

並列關鍵字

core curriculum ； flipped classroom ； interactive response system ； Otolaryngology