طراحی، اجرا و ارزشیابی کلاس وارونه مجازی"تشخیص و درمان بیماری های شایع پوست" برای کارورزان پزشکی

نوع مقاله : پژوهشی (Original Research)

نویسندگان

1 استاد آموزش پزشکی، دانشکده مجازی، آموزش پزشکی و مدیریت، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

2 استادیار پرستاری، بخش پرستاری. دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی تربت حیدریه، تربت حیدریه، ایران.

3 دانشیار چشم، بخش چشم. دانشکده پزشکی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران

4 استاد پوست، بخش پوست. دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران

چکیده

زمینه و هدف: استفاده از کلاس وارونه با طراحی مناسب، باعث ارتقا یادگیری و تقویت توانمندی ها می شود. هدف از این مطالعه بررسی تأثیرات کلاس وارونه در آموزش درس بیماری های پوست برای دانشجویان مقطع کارورزی پزشکی است.

روش‌ بررسی: یک مطالعه نیمه تجربی با طراحی یک گروهه پیش آزمون- پس آزمون است که روی 38 دانشجوی پزشکی مقطع کارورزی پوست دانشگاه علوم پزشکی مشهد در نیمسال دوم تحصیلی 1400-1399 انجام شد. مراحل مطالعه عبارت بودند از: انجام پیش آزمون در ابتدای دوره، ارایه محتوای الکترونیکی در زمینه بیماری های پوست، شرکت در کلاس های وارونه آنلاین، و در نهایت انجام پس آزمون. برای دستیابی به تعیین میزان رضایت مندی پرسشنامه ای در اختیار دانشجویان قرار گرفت و میانگین نمره سوالات پرسشنامه با استفاده از آزمون تی یک نمونه ای با مقدار متوسط صفر مقایسه شد. تاثیر بر روی دانش فراگیران با مقایسه میانگین نمرات پیش آزمون و پس آزمون با استفاده از آزمون تی زوجی بررسی شد.

یافته‌ ها: سی و هشت کارورز شامل 17 مرد و 21 زن با میانگین سنی 57/0 ± 8/24 سال و میانگین معدل 3/8 ±0/88 (از 100 نمره) وارد مطالعه شدند. میانگین نمره همه سوالات پرسشنامه رضایت مندی به صورت معناداری بالاتر از صفر بود. افزایش نمره‌ پس-آزمون نسبت به پیش-آزمون از لحاظ آماری معنی‌دار بود (2.82= t ؛ 0.009= P). بین جنس، سن و معدل با رضایت مندی و یادگیری ارتباط معناداری وجود نداشت.

نتیجه گیری: کارورزان نگرش مثبتی نسبت به روش کلاس وارونه مجازی دارند. کلاس وارونه مجازی بیماری های پوست می تواند سطح دانش کارورزان را در حد معناداری بهبود بخشد.

کلیدواژه‌ها

عنوان مقاله [English]

Design, implementation, and evaluation of “Diagnosis and Treatment of The Common Skin Diseases” virtual flipped classroom for medical interns.

نویسندگان [English]

  • Soleiman Ahmady 1
  • Toktam Masoumian Hosseini 2
  • Malihe Nikandish 3
  • Ahmad Reza Taheri 4
1 Professor of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences
2 Assistant Professor of Nursing, Department of Nursing, School of Nursing and Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran.
3 Associate Professor of Ophthalmology, Department of Ophthalmology. Faculty of Medicine, Birjand University of Medical Sciences.Birjand. Iran.
4 Professor of Dermatology,, Department of Dermatology. Faculty of Medicine, Mashhad University of Medical Sciences. Mashhad. Iran.
چکیده [English]

Background and Objective: Using a flipped classroom with proper design improves learning and competencies. The aim of this study was to investigate the effects of the virtual flipped classroom on teaching dermatology to medical internship students.

Methods and Materials: A quasi-experimental study with a pre-test post-test group design was conducted on 38 medical internship students of Mashhad University of Medical Sciences in the second semester of the academic year 1399-1400. The stages of the study were: pre-testing at the beginning of the course, presenting electronic content in the field of dermatology, participating in online flipped classrooms, and finally conducting a post-test. To achieve satisfaction, a questionnaire was provided to students and the mean score of the questions was compared using a one-sample t-test with a mean value of zero. The effect on learners' knowledge was investigated by comparing the mean scores of pre-test and post-test using paired t-test.

Results: Thirty-eight interns, including 17 males and 21 females with an average age of 24/8 ± 0/57 years and an average grade of 88/0 ± 8/3 (out of 100 scores) were enrolled. The mean score of all satisfaction questionnaire items was significantly higher than zero. The increase in post-test score compared to pre-test was statistically significant (t = 2.82; P = 0.009). There was no significant relationship between gender, age, and grade point average with satisfaction and learning.

Conclusion: Interns have a positive attitude towards the virtual flipped classroom. Dermatology virtual flipped classroom can significantly improve the level of knowledge of them.

کلیدواژه‌ها [English]

  • Dermatology
  • Flipped classroom
  • Virtual
  • Web module
  • Online learning

مراجع

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  2. Li Z. Audit of rural and metropolitan dermatology telehealth services: a single centre experience. Australas J Dermatol. 2022; 52.
  3. Australian Medical Workforce Advisory, Committee. The specialist dermatology workforce in Australia: supply, requirements and projections 1997 – 2007 / Australian Medical Workforce Advisory Committee. The Committee North Sydney, N.S.W. 1998.
  4. Roesch A, Gruber H, Hawelka B et al. Computer assisted learning in medicine: a long-term evaluation of the ‘Practical Training Programme Dermatology 2000’. Med Inform Internet Med. 2003; 28: 147–59.
  5. Singh DG, Boudville N, Corderoy R, Ralston S, Tait CP. Impact on the dermatology educational experience of medical students with the introduction of online teaching support modules to help address the reduction in clinical teaching. Australas J Dermatol. 2011 Nov; 52(4):264-9.
  6. Pazargadi M, Sadeghi R. Simulationin nursing education. Educ Strategy Med Sci. 2011; 3(4): 161-7.
  7. Taheri A, Forghani S, Atapour S, Hasanzadeh A. The Effective Clinical Teaching from Faculty Members' and Rehabilitation Students' Point of View. Iranian Journal of Medical Education 2012; 11(9): 1131-39. [persian]
  8. Dehghani Kh, Dehghani H, Fallahzadeh H. The Educational Problems of Clinical Field Training Based on Nursing Teachers and Last Year Nursing Students Viewpoints. Iranian Journal of Medical Education 2005; 5(1): 24-32. [persian]
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  17. Galway LP, Corbett KK, Takaro TK, Tairyan K, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC Med Educ. 2014 Dec; 14(1):1-9.
  18. Li S, Liao X, Burdick W, Tong K. The Effectiveness of Flipped Classroom in Health Professions Education in China: A Systematic Review. J Med Educ Curric Dev. 2020; 7: 1–17.
  19. Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018 Mar 15; 18(1):38.
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  23. Gawkrodger D, Ardern-Jones MR. Dermatology e-book: an illustrated colour text. Elsevier Health Sciences; 2016 Sep 6.
  24. Jensen JL, Kummer TA, Godoy PDdM. Improvements from a flipped classroom may simply be the fruits of active learning. CBE —Life Sci Educ 2015; 14(1): ar5.
  25. Liu KJ, Tkachenko E, Waldman A. A video-based, flipped classroom, simulation curriculum for dermatologic surgery: a prospective, multi-institution study. J Am Acad Dermatol. 2019; 81(6):1271–1276.
  26. Tassavor M, Shah A, Hashim P, Torbeck R. Flipped classroom curriculum for dermatologic surgery during COVID-19: A prospective cohort study. J Am Acad Dermatol. 2021; 85(5):e297-e298.
  27. Malik SS, Yasmeen R, Naveed A, Naveed T, Saleem S. Using flipped  classroom  for  teaching  procedural  skill  in  residency specially - a  systematic  Pak Armed Forces Med J. 2021; 71 (3): 1111-17.
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  1. Britt H, Miller GC, Charles J, Henderson J, Bayram C, Pan Y, Valenti L, Harrison C, O’Halloran J, Fahridin S. General practice activity in Australia 2009–10. General practice series. 2010; 27.
  2. Li Z. Audit of rural and metropolitan dermatology telehealth services: a single centre experience. Australas J Dermatol. 2022; 52.
  3. Australian Medical Workforce Advisory, Committee. The specialist dermatology workforce in Australia: supply, requirements and projections 1997 – 2007 / Australian Medical Workforce Advisory Committee. The Committee North Sydney, N.S.W. 1998.
  4. Roesch A, Gruber H, Hawelka B et al. Computer assisted learning in medicine: a long-term evaluation of the ‘Practical Training Programme Dermatology 2000’. Med Inform Internet Med. 2003; 28: 147–59.
  5. Singh DG, Boudville N, Corderoy R, Ralston S, Tait CP. Impact on the dermatology educational experience of medical students with the introduction of online teaching support modules to help address the reduction in clinical teaching. Australas J Dermatol. 2011 Nov; 52(4):264-9.
  6. Pazargadi M, Sadeghi R. Simulationin nursing education. Educ Strategy Med Sci. 2011; 3(4): 161-7.
  7. Taheri A, Forghani S, Atapour S, Hasanzadeh A. The Effective Clinical Teaching from Faculty Members' and Rehabilitation Students' Point of View. Iranian Journal of Medical Education 2012; 11(9): 1131-39. [persian]
  8. Dehghani Kh, Dehghani H, Fallahzadeh H. The Educational Problems of Clinical Field Training Based on Nursing Teachers and Last Year Nursing Students Viewpoints. Iranian Journal of Medical Education 2005; 5(1): 24-32. [persian]
  9. Bhandari R, Singh M, Jindal S, Kaur IP. Toxicity studies of highly bioavailable isoniazid loaded solid lipid nanoparticles as per Organization for Economic Co-operation and Development (OECD) guidelines. Eur J Pharm Biopharm. 2021 Mar 1; 160:82-91.
  10. Sahu P. Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus. 2020 Apr 4; 12(4).
  11. Onyema EM, Eucheria NC, Obafemi FA, Sen S, Atonye FG, Sharma A, Alsayed AO. Impact of Coronavirus pandemic on education. J Educ Pract. 2020 May 31; 11(13):108-21.
  12. Tabatabai S. COVID-19 impact and virtual medical education. J Adv Med Educ Prof. 2020 Jul 1; 8(3):140-3.
  13. Wang QE, Myers MD, Sundaram D. Digital natives and digital immigrants. Business & Information Systems Engineering. 2013 Dec 1; 5(6):409-19.
  14. Prensky M. Digital Natives, Digital Immigrants. On the Horizon. 2001; 9(5): 1-6.
  15. Stöhr C, Demazière C, Adawi T. The polarizing effect of the online flipped classroom. Computers & Education. 2020 Apr 1; 147:103789.
  16. Tang T, Abuhmaid AM, Olaimat M, Oudat DM, Aldhaeebi M, Bamanger E. Efficiency of flipped classroom with online-based teaching under COVID-19. Interact Learn Environ. 2020 Sep 11:1-2.
  17. Galway LP, Corbett KK, Takaro TK, Tairyan K, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC Med Educ. 2014 Dec; 14(1):1-9.
  18. Li S, Liao X, Burdick W, Tong K. The Effectiveness of Flipped Classroom in Health Professions Education in China: A Systematic Review. J Med Educ Curric Dev. 2020; 7: 1–17.
  19. Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018 Mar 15; 18(1):38.
  20. Fox J. et al. Development of a Flipped Medical School Dermatology Module. South Med J. 2017; 110: 319–324.
  21. Malik SS, Yasmeen R, Khan RA. A Randomized controlled study to evaluate the effect of flipped classroom relative to a traditional demonstration method on learning of procedural skills in dermatology residents. J Pak Med Assoc., 2020; 70(9): 1547‐1553.
  22. Pontius LN, Hooten J, Lesesky E, Rao C, Nicholas M, Bialas R, et al. Comparison of knowledge acquisition and perceived efficacy of a traditional vs flipped classroom based dermatology residency curriculum. Cutis 2020; 105(01): 36-39.
  23. Gawkrodger D, Ardern-Jones MR. Dermatology e-book: an illustrated colour text. Elsevier Health Sciences; 2016 Sep 6.
  24. Jensen JL, Kummer TA, Godoy PDdM. Improvements from a flipped classroom may simply be the fruits of active learning. CBE —Life Sci Educ 2015; 14(1): ar5.
  25. Liu KJ, Tkachenko E, Waldman A. A video-based, flipped classroom, simulation curriculum for dermatologic surgery: a prospective, multi-institution study. J Am Acad Dermatol. 2019; 81(6):1271–1276.
  26. Tassavor M, Shah A, Hashim P, Torbeck R. Flipped classroom curriculum for dermatologic surgery during COVID-19: A prospective cohort study. J Am Acad Dermatol. 2021; 85(5):e297-e298.
  27. Malik SS, Yasmeen R, Naveed A, Naveed T, Saleem S. Using flipped  classroom  for  teaching  procedural  skill  in  residency specially - a  systematic  Pak Armed Forces Med J. 2021; 71 (3): 1111-17.
  28. Ugwoke EO, Edeh NI, Ezemma JC. Effect of flipped classroom on learning management systems and face -to -face learning environments on students' gender, interest and achievement in accounting. Libr Philos Pract. 2018.

 

 

 

طب و تزکیه
دوره 31، شماره 1
خرداد 1401
صفحه 52-37

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اشتراک گذاری

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