A Comparison Of Knowledge Acquisition And Perceived Efficacy Of A Traditional Vs Flipped Classroom-Based Dermatology Residency Curriculum
CUTIS(2020)
摘要
Flipped and traditional classroom models were compared in the Duke University Medical Center ( Durham, North Carolina) dermatology residency program for the 2014-2015 academic year. The residents participated in 12 lectures-6 traditional and 6 flipped-that were paired for similar content. Each lecture was followed by a survey comprised of 10 factual questions and 10 perception questions. Generalized linear regression models were used to study the differences in quiz scores between the 2 classroom models after adjusting for other baseline covariates. There was not a significant difference in mean factual quiz scores between the two classroom models. Results indicated significant perception differences in favor of the flipped classroom model, such as participation (P<.001), enjoyment (P=.038 and P=.026), efficiency (P=.033), and boards (P=.050) and clinical preparedness (P=.034).
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关键词
dermatology residency curriculum,knowledge acquisition,efficacy,classroom-based
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