This article was originally published here
Adv Physiol Educ. 2021 Oct 7. doi: 10.1152/advan.00062.2020. Online ahead of print.
The Internetand 5G era make e-learning a vital part of modern education, and extensive evidence has shown that peer teaching and flipped classroom contribute to increased success in medical teaching. However, the applicability of these pedagogies in laboratory courses remains largely unexplored. This study aimed to evaluate the academic performance, proficiency in procedural skills and perception of nursing students in physiology laboratory classes delivered using non-traditional classroom (NTC) pedagogies comprising the combination of e-learning, peer teaching and flipped classroom. Each class was sub-divided into two equal halves by successive student identification (ID) and randomly assigned to control or NTC group. Compared to control class, NTC teaching significantly enhanced mean score of six pre-class tests (67.77 ± 9.83 vs. 62.94 ± 9.70), with “B” graders increased obviously, suggesting pre-class e-learning was more effective than textbook-based preview, especially for general grasp of the topic. Similarly, average scores on post-class quizzes in NTC group was improved (79.40 ± 9.12 vs. 74.43 ± 8.88). Lesser time-cost and higher success rates were observed in trachea, artery and heart catheterizations in NTC group , although no disparities were found in ureteral intubation . Majority of (~74%) students supported the reform and shared positive experiences in NTC methodology. They reported virtual experiments and self-paced procedural skill videos affected pre- or in-class learning outcomes most, respectively. These findings indicated NTC pedagogy was workable to improve students’ subject scores and proficiency in complicated and direct-viewing procedural skills, and was favorable by students.