Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”

Background: Flipped classroom (FC) style Australian faculty development program Teaching on the Run (TOTR) was introduced into Chang Gung Memorial Hospital since 2014. However, its effectiveness in Taiwan has not been formally assessed. This work intended to examine the learning gain of TOTR and ide...

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Autores principales:	Kuo-Su Chen, Ming-Ju Hsieh, Min-Ping Huang, Chih-Ken Chen, Ming-Jui Hung
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Flipped classroom Teaching on the Run (TOTR) Outcome Moderator Medicine (General) R5-920 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/b35437e9470a4ccba9741b20317735c0
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spelling	oai:doaj.org-article:b35437e9470a4ccba9741b20317735c02021-11-28T04:33:05ZAcademic outcome and moderator of flipped classroom learning program “Teaching on the Run”2319-417010.1016/j.bj.2020.05.009https://doaj.org/article/b35437e9470a4ccba9741b20317735c02021-10-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S231941702030072Xhttps://doaj.org/toc/2319-4170Background: Flipped classroom (FC) style Australian faculty development program Teaching on the Run (TOTR) was introduced into Chang Gung Memorial Hospital since 2014. However, its effectiveness in Taiwan has not been formally assessed. This work intended to examine the learning gain of TOTR and identify the moderators of FC outcome by using TOTR as a representative model of FC. Methods: A non-controlled before-after study was undertaken by retrospective analysis of learning data collected during TOTR workshop. Multiple choice questions were tested at baseline (pre-test), after pre-class learning (mid-test) and after classroom activity (post-test) to assess the learning gain. All available demographic and learning variables were included in the moderator analysis. Results: Stepwise and significant improvement in exam scores was noted from pre-test to mid-test and post-test (p < 0.001 for both). Univariate analysis showed pre-test scores, mid-test scores, class participation and session of TOTR were significantly associated with post-test scores. However, multivariate analysis by general linear model showed only mid-test scores and session of TOTR were significant predictor of post-test score. Generalized estimating equations analysis showed that class participation is a significant moderator that influence the scores change from mid-test to post-test. Conclusion: TOTR is effective in improving knowledge of teaching skills for clinical teachers in Taiwan. Achievement in pre-class learning, class participation and learner factor are potential moderators of the FC outcome. Thus, facilitators should try their best to promote a good achievement in pre-class learning and engagement in classroom activity in FC style learning.Kuo-Su ChenMing-Ju HsiehMin-Ping HuangChih-Ken ChenMing-Jui HungElsevierarticleFlipped classroomTeaching on the Run (TOTR)OutcomeModeratorMedicine (General)R5-920Biology (General)QH301-705.5ENBiomedical Journal, Vol 44, Iss 5, Pp 636-643 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Flipped classroom Teaching on the Run (TOTR) Outcome Moderator Medicine (General) R5-920 Biology (General) QH301-705.5
spellingShingle	Flipped classroom Teaching on the Run (TOTR) Outcome Moderator Medicine (General) R5-920 Biology (General) QH301-705.5 Kuo-Su Chen Ming-Ju Hsieh Min-Ping Huang Chih-Ken Chen Ming-Jui Hung Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”
description	Background: Flipped classroom (FC) style Australian faculty development program Teaching on the Run (TOTR) was introduced into Chang Gung Memorial Hospital since 2014. However, its effectiveness in Taiwan has not been formally assessed. This work intended to examine the learning gain of TOTR and identify the moderators of FC outcome by using TOTR as a representative model of FC. Methods: A non-controlled before-after study was undertaken by retrospective analysis of learning data collected during TOTR workshop. Multiple choice questions were tested at baseline (pre-test), after pre-class learning (mid-test) and after classroom activity (post-test) to assess the learning gain. All available demographic and learning variables were included in the moderator analysis. Results: Stepwise and significant improvement in exam scores was noted from pre-test to mid-test and post-test (p < 0.001 for both). Univariate analysis showed pre-test scores, mid-test scores, class participation and session of TOTR were significantly associated with post-test scores. However, multivariate analysis by general linear model showed only mid-test scores and session of TOTR were significant predictor of post-test score. Generalized estimating equations analysis showed that class participation is a significant moderator that influence the scores change from mid-test to post-test. Conclusion: TOTR is effective in improving knowledge of teaching skills for clinical teachers in Taiwan. Achievement in pre-class learning, class participation and learner factor are potential moderators of the FC outcome. Thus, facilitators should try their best to promote a good achievement in pre-class learning and engagement in classroom activity in FC style learning.
format	article
author	Kuo-Su Chen Ming-Ju Hsieh Min-Ping Huang Chih-Ken Chen Ming-Jui Hung
author_facet	Kuo-Su Chen Ming-Ju Hsieh Min-Ping Huang Chih-Ken Chen Ming-Jui Hung
author_sort	Kuo-Su Chen
title	Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”
title_short	Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”
title_full	Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”
title_fullStr	Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”
title_full_unstemmed	Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”
title_sort	academic outcome and moderator of flipped classroom learning program “teaching on the run”
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/b35437e9470a4ccba9741b20317735c0
work_keys_str_mv	AT kuosuchen academicoutcomeandmoderatorofflippedclassroomlearningprogramteachingontherun AT mingjuhsieh academicoutcomeandmoderatorofflippedclassroomlearningprogramteachingontherun AT minpinghuang academicoutcomeandmoderatorofflippedclassroomlearningprogramteachingontherun AT chihkenchen academicoutcomeandmoderatorofflippedclassroomlearningprogramteachingontherun AT mingjuihung academicoutcomeandmoderatorofflippedclassroomlearningprogramteachingontherun
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Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”

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