Abstract
The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students’ learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein’s (1980) theory of reasoned action and Bandura’s self-efficacy to predict and explain the participants’ behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students’ learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire’s related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01), followed by attitude (r = 0.365, P < 0.01) and subjective norms (r = 0.360, P < 0.01.) All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY students’ the learning behavior from “passive learning” to “active learning.”
Highlights
The Severe Acute Respiratory Syndrome (SARS) epidemic in 2003 revealed the years-old defects in Taiwan’s health care and medical education systems[1]
The content of the curriculum for the Postgraduate Year General Medicine Training Program was planned considering as reference the core competencies the country and society expected of doctors, with the six core competencies that doctors should possess proposed by the Accreditation Council for Graduate Medical Education (ACGME) in the USA, and the PGY general medical training that Taiwanese graduates should receive[4]
Twoway assessments were conducted during the course and multidimensional assessments and satisfaction surveys were administered after the course; the results were compared with the PYG students of the previous year to evaluate the learning outcomes of the students learning under the flipped classroom model
Summary
The Severe Acute Respiratory Syndrome (SARS) epidemic in 2003 revealed the years-old defects in Taiwan’s health care and medical education systems[1]. The Ministry of Health and Welfare proposed a plan to reform the training of clinical doctors and officially announced the implementation of the Postgraduate Year Medical Training Project for Training Doctors in Response to the SARS Epidemic in July 2003[2]. The content of the curriculum for the Postgraduate Year General Medicine Training Program was planned considering as reference the core competencies the country and society expected of doctors, with the six core competencies that doctors should possess proposed by the Accreditation Council for Graduate Medical Education (ACGME) in the USA, and the PGY general medical training that Taiwanese graduates should receive[4]. It is planned according to symptoms or signs, pathology, or disease while the teaching method centers on developing practical care for patients. Written tests or assignments are still relied upon to assess the knowledge and effectiveness of the training of doctors-in-training, resulting in passive and negative attitudes toward learning
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
