教學影片品質改善計畫及試行於翻轉教室教學初探

Improving the Quality of Teaching Videos and the Application of Flipped Classrooms

目的：改善物理治療儀器操作教學影片品質，並試用於翻轉教室教學以替代傳統教學的初探。

材料與方法：拍攝儀器操作教學影片，以問卷方式調查影片品質滿意度及缺點分析，依回饋來改善影片品質。在實習生核心課程中，利用影片作為課前預習教材，試行翻轉教室教學是否更能提升學生滿意度與參與度。

結果：將教學影片根據缺點分析改善其品質後，影片品質滿意度分數由84.3分進步到92.5分。實習生核心課程回饋問卷結果顯示，翻轉教室教學法在各面向均較傳統教學法有較佳的滿意度。

結論：由臨床教師拍攝之教學影片可輔助臨床教學。在同樣授課時數之下，較傳統教學更能促進學生課堂參與及滿意度。

 

Objective: To improve the quality of teaching videos of modalities in physical therapy, apply the flipped classroom method to the education of interns, and improve learning satisfaction.

Methods: We first recorded videos of modality operation. All staff and interns provided feedback regarding the shortcomings through a satisfaction questionnaire. All staff participated in a training course, and the videos were rerecorded. The final videos were used in the core curriculum, which employed the flipped classroom method. Intern students completed a questionnaire regarding the difference in learning satisfaction between conventional teaching (lecture only) and the flipped classroom approach.

Results: After the teaching videos were improved (following analysis of shortcomings), overall satisfaction scores improved from 84.3 to 92.5 points. The results of the interns’ learning satisfaction questionnaire revealed that the flipped classroom approach resulted in greater satisfaction in all aspects in comparison with conventional teaching.

Conclusion: Teaching videos produced by physical therapy staff can assist in clinical teaching. With the same teaching hours, interns reported more learning satisfaction in a flipped classroom than in a conventional classroom.