物理治疗翻转课堂教学应用效果的系统综述

doi:10.3969/j.issn.1006-9771.2022.04.018

Abstract

Abstract:

Objective To systematically summarize the effect of flipped classroom (FC) in physiotherapy teaching.Methods The following electronic bibliographic databases were searched from inception to June, 2021: CENTRAL, Medline, EMBASE, CINAHL plus, Academic Search Premier, Teacher Reference Center, ERIC, and Education Research. Original researches about FC for physiotherapy teaching were searched. The researches were screened, selected, extracted and assessed independently by two researchers, and, systematically reviewed.Results and Conclusion A total of 1 307 literatures were retrieved, and seven studies involving at least 770 student participants were finally included, which published mainly from 2013 to 2019. The subjects were students majored in physiotherapy, and the primary outcome index was exam results. FC teaching model generally can improve students' written test scores and enhance their high-level thinking ability. Students and teachers generally hold a positive attitude towards the FC teaching model.

Key words: flipped classroom, physical therapy, education, medical education, systematic review

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.

Figures/Tables 4

References 46

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研究	国家	试验设计	学历	课程	对比	样本量	结局指标
Covill等^[16](2019)	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^[17](2019)	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^[21](2014)	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^[22](2014)	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^[23](2018)	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^[24](2018)	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^[25](2018)	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

研究	课程	干预时间	课前学习策略	课上学习策略
Covill等^[16](2019)	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^[17](2019)	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^[21](2014)	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^[22](2014)	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^[23](2018)	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^[24](2018)	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^[25](2018)	物理因子治疗	16周	之前的网上视频	面对面交流讨论

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^[16](2019)	2	0.5	1.5	3	0	1	2	1.5	11.5
Røe等^[17](2019)	2	0.5	1.5	3	0	1	1	1.5	10.5
Boucher等^[21](2014)	1	0.5	1.5	1	0	1	1	1.0	7.0
Murray等^[22](2014)	2	0.5	1.5	3	2	1	2	1.5	13.5
Day^[23](2018)	2	0.5	1.5	3	2	1	2	1.5	13.5
Deprey^[24](2018)	2	0.5	1.5	3	1	1	2	1.5	12.5
Willis等^[25](2018)	2	0.5	1.5	3	2	1	2	1.5	13.5

Flipped classroom in physical therapist education: a systematic review

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