Analysis of teachers' willingness and influencing factors regarding the adoption of flipped classroom teaching mode in undergraduate pediatrics education
10.3760/cma.j.cn116021-20250105-02021
- VernacularTitle:教师在儿科学本科教学中采取翻转课堂模式的意愿及其影响因素研究
- Author:
Wenrui XU
1
;
Jianguang QI
;
Ying LIAO
;
Penghui WU
;
Tian SANG
;
Jie LIU
;
Juan ZHANG
;
Yuwu JIANG
Author Information
1. 北京大学第一医院儿童医学中心，北京 102627
- Publication Type:Journal Article
- Keywords:
Flipped classroom;
Teaching mode;
Teacher;
Willingness
- From:
Chinese Journal of Medical Education Research
2025;24(4):460-465
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate teachers' evaluation and willingness and the influencing factors regarding the adoption of the flipped classroom teaching mode in undergraduate pediatrics education.Methods:From December 2022 to December 2024, a questionnaire survey was conducted among the teachers who were responsible for teaching Child Health and Disease（Pediatrics) to the eight-year clinical medicine students at Peking University Health Science Center. Their views, evaluation, and willingness of implementing the flipped classroom teaching mode were investigated. Logistic regression analysis was performed using SPSS 26.0 software to explore the factors influencing teachers' willingness to adopt the flipped classroom teaching mode.Results:A total of 102 questionnaires were collected. Among the teachers, 20.59%（ n=21) believed that the teaching effect of the flipped classroom was better than that of the traditional class, 58.82%（ n=60) considered its effectiveness comparable, and 20.59%（ n=21) found it less effective. The most influential factors affecting the effectiveness of flipped classroom were students' self-learning with online videos [(4.39±0.73) points], student participation in the flipped classrooms [(4.26±0.72) points], the adequacy of teachers' pre-class preparation [(4.18±0.65) points], and the suitability of the teaching content for the flipped classroom [(4.11±0.76) points]. Teachers believed that the flipped classroom significantly enhanced students' autonomous learning ability [(4.11±0.63) points], clinical thinking [(4.04±0.58) points], and expression skills [(3.80±0.61) points]. Additionally, 78.43%（ n=80) of the teachers expressed willingness to continue participating in flipped classroom teaching. Factors influencing teachers' willingness to adopt the flipped classroom included gender, satisfaction with students' classroom participation, and personal experience with the effectiveness of the flipped classroom（ P<0.05). Conclusions:The flipped classroom teaching mode is well-accepted by teachers. Students' classroom participation affects teachers' willingness to continue using the flipped classroom teaching mode. In the future, the content of flipped classroom should be arranged individually according to specific teaching objectives to increase students' classroom participation and promote the cultivation of students' ability.
