Linking Pre-class Micro-module (Flipped Classroom) with Post-class Micro-module in a Faculty Foundation Course
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摘要In September 2015, the flipped-classroom approach was introduced to the Health Sciences I programme at the Chinese University of Hong Kong. Health Sciences 1 is a faculty foundation course for Year 1 students who are studying the heterogeneous disciplines of medicine, Chinese medicine, nursing, pharmacy, public health and biomedical sciences. The flipped-classroom approach was designed to give students with different academic backgrounds access to the same basic knowledge, thus increasing the effectiveness of teaching. In phase 1 of the introduction of the flipped classroom, 10 pre-class micro-modules (http://facs.med.cuhk.edu.hk/site/2015/micromodule/cdg/index.html) were developed. The analysis of preliminary data gathered from an online post-exercise survey indicated that more than 80% of our students used the micro-modules and that the majority of the respondents viewed them as valuable e-learning resources that provided a useful background to the live lectures. Although numerous very different students took the Year 1 faculty course, we found them all eager to learn, and the provision of Web-based learning materials in the form of bite-sized videos appeared to fulfil their academic needs. Some of the students requested that additional similar micro-modules be produced to cover specific areas of their courses.

Because the flipped-classroom approach was well received by our students, we are developing six to eight micro-modules linked with specific topic areas to be delivered after the live lectures. They will be called ‘post-class micromodules’.

Methods
Students enrolled in the courses above (run in two sessions) will be asked to access the post-class micro-modules online, which will be set up as case-based scenarios designed to lead students to apply the chemical and physical principles they have learned in both the pre-class micro-modules and lectures to simplified medical conditions and important medical contexts. The student users will be instructed to work through the micro-modules in consecutive steps to test whether this platform enables them to apply their knowledge. The content of the post-class micro-modules will be more advanced than that of the pre-class micro-modules and the live lectures; the student users will need to study more on their own to work through the case scenarios. An online survey will be created to elicit the students' views on this type of self-learning. Differences in the students’ backgrounds will also be investigated to verify the suitability of our materials for all students.

Results
Once the results have been collected, we will determine whether the flipped-classroom approach is a helpful means of teaching foundation classes and whether its use can be extended to other subjects or courses.

Conclusions
Each post-class micro-module will be introduced to the students 1 day after its corresponding lecture via a learning-management system that will record the students’ usage. A longitudinal study will be developed to collect the students’ feedback on the approach throughout the course.
著者Isabel Shui Shan HWANG, Xiaoqiang YAO, Kin Wah MAK, Sen Mun WAI, Yan JIN
會議名稱14th Asia Pacific Medical Education Conference (APMEC)
會議開始日11.01.2017
會議完結日15.01.2017
會議地點Singapore
會議國家/地區新加坡
出版年份2017
月份1
日期14
語言英式英語

上次更新時間 2018-16-10 於 16:02