《中国康复理论与实践》 ›› 2022, Vol. 28 ›› Issue (4): 490-496.doi: 10.3969/j.issn.1006-9771.2022.04.018
• 康复教育 • 上一篇
邹文晨1,何宇1,2,韩小钗1,刘学敏2,周凤华1,2,刘学勇1,2()
收稿日期:
2021-11-02
修回日期:
2022-03-12
出版日期:
2022-04-25
发布日期:
2022-05-05
通讯作者:
刘学勇
E-mail:liuxysjh@sj-hospital.org
作者简介:
邹文晨(1991-),男,汉族,辽宁沈阳市人,硕士,康复治疗师,主要研究方向:物理治疗临床教育研究与应用。
基金资助:
ZOU Wenchen1,HE Yu1,2,HAN Xiaochai1,LIU Xuemin2,ZHOU Fenghua1,2,LIU Xueyong1,2()
Received:
2021-11-02
Revised:
2022-03-12
Published:
2022-04-25
Online:
2022-05-05
Contact:
LIU Xueyong
E-mail:liuxysjh@sj-hospital.org
Supported by:
摘要:
目的 系统评价翻转课堂教学模式在物理治疗学教学中的应用效果。方法 计算机检索CENTRAL、MEDLINE、EMBASE、CINAHL Plus、Academic Search Premier、Teacher Reference Center、ERIC以及Education Research,纳入翻转课堂教学模式应用于物理治疗学教学的原始研究。检索时限为建库至2021年6月。由2名研究人员独立完成文献筛选、数据提取、质量评价,对翻转课堂教学模式对比传统教学模式在物理治疗学教学中的效果进行综述。结果与结论 共检索文献1 307篇,最终纳入7篇,包括至少770名学生。发表时间集中在2013年至2019年,研究对象为物理治疗学专业学生,主要结局指标为考试成绩。翻转课堂教学模式总体说来可提高学生的笔试成绩,增强高阶思维能力,得到了学生和教师的积极评价。
邹文晨,何宇,韩小钗,刘学敏,周凤华,刘学勇. 物理治疗翻转课堂教学应用效果的系统综述[J]. 《中国康复理论与实践》, 2022, 28(4): 490-496.
ZOU Wenchen,HE Yu,HAN Xiaochai,LIU Xuemin,ZHOU Fenghua,LIU Xueyong. Flipped classroom in physical therapist education: a systematic review[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(4): 490-496.
表1
纳入研究的基本特征"
研究 | 国家 | 试验设计 | 学历 | 课程 | 对比 | 样本量 | 结局指标 |
---|---|---|---|---|---|---|---|
Covill等[ | 美国 | 历史对照试验 | 第一年DPT | 下肢肌肉骨骼疾病 | 2017 FC vs. 2016 FC vs. 2015 TC | 2017 FC=47 2016 FC=54 TC=47 | 课程成绩 学生满意度 |
Røe等[ | 挪威 | 历史对照试验 | 第二年 BPT | 肌肉骨骼疾病 | 2017 FC vs. 2016 TC vs. 2015 TC vs. 2014 TC vs. 2013 TC | FC=54 未报告早期队列样本量 | 课程成绩 学生看法 |
Boucher等[ | 美国 | 准实验后测设计 | 第一年DPT | 脊柱肌肉骨骼 | 2012完全FC vs. 2011部分 FC vs. 2010部分FC vs. 2009部分FC | FC=38 未报告早期队列样本量 | 课堂成果 学生调查 教师反馈 |
Murray等[ | 美国 | 历史对照试验 | DPT | 肌肉骨骼临床科学 | 2011 FC vs. 2010 TC | FC=30 TC=23 | 课程成绩 |
Day[ | 美国 | 历史对照试验 | 第一年DPT | 人体解剖 | 2014 FC vs. 2013 TC | FC=112 TC=105 | 课程成绩 后续运动功能学课程成绩 |
Deprey[ | 美国 | 历史对照试验 | 第五年DPT | 神经系统:姿势控制单元 | 2014完全FC vs. 2013部分FC vs. 2012 TC | FC=50 部分FC=49 TC=44 | 单元成绩 |
Willis等[ | 美国 | 历史对照试验,准实验后测设计 | 第五年DPT | 物理因子治疗 | FC vs. TC | FC=58 TC=59 | DREEM调查 累计平均绩点 |
表2
翻转课堂课前及课上学习策略"
研究 | 课程 | 干预时间 | 课前学习策略 | 课上学习策略 |
---|---|---|---|---|
Covill等[ | 下肢肌肉骨骼疾病 | 未报告 | 预先录制的课程阅读材料,非评分测验及需要的讨论问题 | 教师组织的大量的问题和案例讨论 小组提问和案例讨论 随机点名回答问题 测试讨论 |
Røe等[ | 肌肉骨骼疾病 | 8周 | 预先录制的视频讲座 YouTube视频 播客 电子学习课程 关键科学论文 | 七次全天研讨会(全体会议、学生小组作业、学生报告) |
Boucher等[ | 脊柱肌肉骨骼 | 1学期 (实际学时未指明) | 录制好的讲座、课前复习大纲及3~5项课前问题 | 回顾和讨论 实验 小型实验活动和实践患者案例 |
Murray等[ | 肌肉骨骼临床科学 | 2011年夏季(实际时长不详) | 在线讲座 | 简短的问答环节 教师主导的PPT演示和知识整合 案例小组讨论 在教师带领下进行讨论 实验活动和案例研究 |
Day[ | 人体解剖 | 15周 | 观看几个简短的讲座视频 | 通过“点击器”演示、绘画和应用问题 思考-配对-分享活动 主要内容记录 同伴间互相指导 通过“点击器”就学生观看的课前视频进行答题 解剖尸体实验室 |
Deprey[ | 神经系统:姿势控制单元 | 2周 | 五场预先录制的PPT讲座 | 小组答疑与情景模拟 随堂测验 |
Willis等[ | 物理因子治疗 | 16周 | 之前的网上视频 | 面对面交流讨论 |
表3
纳入研究的方法学质量评估(MERSQI)"
研究 | 实验设计 | 抽样:研究机构 | 抽样:反应率 | 数据类型 | 评价工具有效性 | 数据分析适用性 | 数据分析复杂性 | 结果 | 总分 |
---|---|---|---|---|---|---|---|---|---|
Covill等[ | 2 | 0.5 | 1.5 | 3 | 0 | 1 | 2 | 1.5 | 11.5 |
Røe等[ | 2 | 0.5 | 1.5 | 3 | 0 | 1 | 1 | 1.5 | 10.5 |
Boucher等[ | 1 | 0.5 | 1.5 | 1 | 0 | 1 | 1 | 1.0 | 7.0 |
Murray等[ | 2 | 0.5 | 1.5 | 3 | 2 | 1 | 2 | 1.5 | 13.5 |
Day[ | 2 | 0.5 | 1.5 | 3 | 2 | 1 | 2 | 1.5 | 13.5 |
Deprey[ | 2 | 0.5 | 1.5 | 3 | 1 | 1 | 2 | 1.5 | 12.5 |
Willis等[ | 2 | 0.5 | 1.5 | 3 | 2 | 1 | 2 | 1.5 | 13.5 |
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