RESUMEN
Objective:To explore the correlation between the self-directed learning ability of medical students and the effect of flipped classroom teaching.Methods:The questionnaire survey was used. From November to December 2020, 123 students of 5-year program enrolled in 2019 in Peking University Health Science Center were chosen as the study objects and Neurobiology is a required course for them. The Medical Students' Autonomous Learning Ability Assessment Scale (MSALAAS) was used to assess the students' self-directed learning ability. The final examination score and a questionnaire survey were used to assess the teaching effect of the course. Descriptive analysis and Mann-Whitney analysis were used to analyze the change of self-directed learning ability of students after the course. One-dimensional linear regression was used to analyze the influence of self-directed learning ability on the final examination score, course experience and course assessment. Results:The total score of MSALAAS was increased from [(109.84 ± 14.12) points] to [(113.65±15.88) points] ( P<0.05) after the course. If the total score of the MSALAAS was referred to as an independent variant, and the final examination score, the course experience and course assessment was referred to as a dependent variable, respectively. The one-dimensional linear regression analysis showed that the total score of the MSALAAS was correlated with the final examination score ( B=0.248, t=3.59, P<0.001), the course experience ( B=0.049, t=3.15, P=0.002) and course assessment ( B=0.048, t=3.18, P=0.002). Conclusion:Flipped classroom teaching can promote the improvement of the self-directed learning ability of medical students. In converse, the students with higher self-directed learning ability might achieve higher examination score and get the better course experience and assessment.
RESUMEN
Objective To explore the relationship of course experience,course engagement and learning outcomes in medical nursing.Methods Adapted Course Experience Questionnaire and Selfestablished Course Engagement Questionnaire were used to collect data of 142 nursing undergraduates of which 126 were valid.The data were analyzed by regression analysis.Results Course experience had significant impact on course engagement,t=4.621,2.477,4.538,P＜0.01 or 0.05.Course engagement had significant impact on learning outcomes,t=2.439,P＜ 0.05.Course experience had significant impact on learning outcomes,P＜ 0.05.Conclusions It is proposed that the clinical courses should provide students with good experience,increase the deep learning engagement,and reform evaluation methods to improve the students' academic achievement.