Application of flipped classroom combined with problem-based learning in the teaching of diagnostic audiology
10.3760/cma.j.cn116021-20230305-01415
- VernacularTitle:翻转课堂结合PBL在诊断听力学教学中的应用研究
- Author:
Wenqi ZUO
1
;
Lizhu JIANG
;
Yi QIAN
;
Tao CHEN
;
Shixun ZHONG
;
Houyong KANG
;
Guohua HU
Author Information
1. 重庆医科大学附属第一医院耳鼻咽喉科，重庆 400016
- Keywords:
Flipped classroom;
Problem-based learning;
Diagnostic audiology;
Teaching effect
- From:
Chinese Journal of Medical Education Research
2023;22(9):1343-1347
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the teaching effect of flipped classroom combined with problem-based learning (PBL) in the teaching of the Diagnostic Audiology course.Methods:A total of 72 undergraduate students majoring in audiology and speech rehabilitation in the classes of 2019 and 2020 in Chongqing Medical University were enrolled as subjects, and three chapters of the Diagnostic Audiology course were selected for teaching reform. The 34 students in the class of 2019 were enrolled as control group and received lecture-based learning (LBL), and the 38 students in the class of 2020 were enrolled as experimental group and received flipped classroom combined with PBL. The teaching effect was evaluated by comparing the two groups in terms of classroom test scores, classroom participation scores, degree of satisfaction with teaching effect, and overall satisfaction with teaching. SPSS 23.0 software was used to perform the t-test, the chi-square test, and the Mann-Whitney U test. Results:The experimental group had a significantly higher classroom test score than the control group (25.95±1.21 vs. 23.21±1.55, P<0.001). In terms of classroom participation scores, the experimental group had significantly higher scores of participation in class discussion, cooperative and collaborative abilities, and questioning skills than the control group (all P<0.001). In terms of the degree of satisfaction with teaching, compared with the control group, the experimental group had significantly higher degrees of satisfaction in the dimensions such as interest in learning, mastery of theoretical knowledge, teamwork and collaboration abilities, self-learning ability, and self-presentation ( P=0.005, 0.009, 0.001, 0.016, and 0.005). In addition, the experimental group had a significantly higher degree of overall satisfaction with teaching than the control group ( P=0.006). Conclusion:Flipped classroom combined with PBL has a good teaching effect in the Diagnostic Audiology course and thus holds promise for further application.
