Comparison between the effect of flipped classroom teaching and traditional classroom teaching in learning and satisfaction of students in microbiology course

Document Type : Original Article

Author

Department of Laboratory Sciences, Faculty of Paramedical Sciences, AJA University of Medical Sciences, Tehran, Iran

10.22038/fmej.2023.73820.1554

Abstract

Background: The flipped classroom is an alternative educational approach that emphasizes the student-centered teaching method. The purpose of this research was to compare the flipped classroom (FC) teaching method with the traditional classroom (TC) teaching method on the learning and satisfaction of students Aja University of Medical Sciences in the microbiology course.
Method: This interventional study was conducted in 2022 at the paramedical faculty of the Army University of Medical Sciences. The participants in the study were surgical technician students.  Evaluation of students' learning was done using MCQ test (pre-test and post-test). The level of satisfaction was measured through a 5-point Likert questionnaire made by the researcher. Data were analyzed with SPSS version 19 software.
Results: The results of the study showed that there was a significant difference between the average learning of the intervention group, FC=0.82±9.30, and the average learning of the comparison group, TC=3.96±1.39.) P=0.0001). Also, there was a significant difference between the scores of the satisfaction level of the students of the FC group=4.69±0.358 and the average scores of the comparison group TC=2.530±0.863 (P<0.05).
Conclusion: The results of the research showed that teaching using the flipped classroom method in the microbiology course of the surgical technician students increased the learning and satisfaction of the students compared to the traditional teaching method.

Keywords

Main Subjects

References

  1. Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 2017;51(6):585-97.
  2. Prober CG, Heath C. Lecture halls without lectures—a proposal for medical education. The New England journal of medicine. 2012; 366(18):1657–9.
  3. Tang F, Chen C, Zhu Y, Zuo C, Zhong Y, Wang N, et al. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship. Med Educ Online. 017;22(1):1395679.
  4. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014;111(23):8410-5.
  5. Mehta NB, Hull AL, Young JB, Stoller JK. Just imagine: new paradigms for medical education. Acad Med. 2013;88(10):1418-23.
  6. Lin Y, Zhu Y, Chen C, Wang W, Chen T, Li T, et al. Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer? PLoS One. 2017 6;12(4): e0174829
  7. Giuliano CA, Moser LR. Evaluation of a Flipped Drug Literature Evaluation Course. Am J Pharm Educ. 2016;80(4):66.
  8. Sajid M, Shaikh AA, Ikram MF, Cahusac P, Yaqinuddin A, AlKattan W, et al. Comparative Analysis of Effectiveness Between Flipped Classroom and Lecture-Based Classroom in Undergraduate Medical Education at Alfaisal University. Cureus. 2020;12(11): e11408.
  9. Hurtubise L, Hall E, Sheridan L, Han H. The Flipped Classroom in Medical Education: Engaging Students to Build Competency. J Med Educ Curric Dev. 2015;2: JMECD.S23895.
  10. Pierce R, Fox J. Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module. Am J Pharm Educ. 2012;76(10):196.
  11. Angadi NB, Kavi A, Shetty K, Hashilkar NK. Effectiveness of flipped classroom as a teaching-learning method among undergraduate medical students - An interventional study. J Educ Health Promot. 2019; 8:211.
  12. He Y, Lu J, Huang H, He S, Ma N, Sha Z, et al. The effects of flipped classrooms on
    undergraduate pharmaceutical marketing learning: A clustered randomized controlled study. PLoS One 2019; 14 (4): e0214624.
  13. Whillier S, Lystad RP. No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy. J Chiropr Educ. 2015;29(2):127-33.
  14. Tan E, Brainard A, Larkin GL. Acceptability of the flipped classroom approach for in-house teaching in emergency medicine. Emerg Med Australas. 2015; 27:453-9.
  15. Hoover CA, Dinndorf-Hogenson GA, Peterson JL, Tollefson BR, Berndt JL, Laudenbach N. Flipped Classroom: Do Students Perceive Readiness for Advanced Discussion? J Nurs Educ. 2018;57(3):163-5.
  16. Özbay Ö, Çınar S. Effectiveness of flipped classroom teaching models in nursing education: A systematic review. Nurse Education Today. 2021; 102:104922.
  17. Flores Ò, del-Arco I, Silva P. The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field. Int J Educ Technol High Educ. 2016; 13(21).
  18. Mohammadimehr M, Mirmoghtadaie Z. Exploring the components of student support system in blended learning for Iranian Universities of Medical Sciences: A thematic analysis. J Edu Health Promot. 2021; 10:130.
  19. Lew EK. Creating a contemporary clerkship curriculum: the flipped classroom model in emergency medicine. Int J Emerg Med. 2016;9(1):25.
  20. Rose E, Claudius I, Tabatabai R, Kearl L, Behar S, Jhun P. The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions. J Emerg Med. 2016;51(3):284-91. e1.
  21. Liebert CA, Mazer L, Bereknyei Merrell S, Lin DT, Lau JN. Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study. Surgery. 2016;160(3):591-8.
Future of Medical Education Journal
Volume 13, Issue 4
December 2023
Pages 3-6

Files

Share

How to cite

Statistics