While the innovativeness of the flipped classroom (FC) approach promotes active participation and higher-order thinking among students, there are concerns about its effectiveness in terms of knowledge retention. Currently, there are no studies involving medical school biochemistry that evaluate this aspect of effectiveness. Thus, we conducted a historical control study that analyzed observational data from two freshman batches of the Doctor of Medicine program in our institution. Class 2021 (n = 250) served as the traditional lecture (TL) group while Class 2022 (n = 264) served as the FC group. Data on relevant observed covariates (age, sex, National Medical Admission Test or NMAT score, undergraduate degree) and the outcome variable (carbohydrate metabolism course unit examination percentage scores, as indicator of knowledge retention) were included in the analysis. Propensity scores were calculated using logit regression conditional on these observed covariates. Afterwards, 1:1 nearest-neighbor propensity score matching (PSM) was performed to produce an estimated average treatment effect (ATE) measure afforded by FC (as adjusted mean difference in examination scores between the two batches), balancing on the covariates. Nearest-neighbor matching using the calculated propensity scores effectively balanced the two groups (standardized bias <10%), producing 250 matched student-pairs that received either TL or FC. Following PSM, the FC group was found to have a significantly higher adjusted mean examination score compared to the TL group (adjusted mean difference = 5.62%, 95% CI: 2.54%, 8.72%; p < 0.001). Using this approach, we were able to demonstrate benefit of FC over TL in terms of knowledge retention, as reflected by the estimated ATE.
Download full-text PDF |
Source |
---|---|
http://dx.doi.org/10.1002/bmb.21740 | DOI Listing |
BMC Med Educ
January 2025
Nursing and Midwifery Care Research Center, Department Of Community Health and Geriatric Nursing, Iran University of Medical Sciences, Tehran, Iran.
Background And Purpose: The purpose of reflection in the learning process is to create meaningful and deep learning. Considering the importance of emphasizing active and student-centered methods in learning and the necessity of learners' participation in the education process, the present study was conducted to investigate the effect of flipped classroom teaching method on the amount of reflection ability in nursing students and the course of professional ethics.
Study Method: The current study is a quasi-experimental study using Solomon's four-group method.
J Educ Eval Health Prof
January 2025
School of Pharmacy, Monash University Malaysia, Bandar Sunway, Malaysia.
Purpose: This study aimed to explore pharmacy students' perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods: A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19-24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic (2020-2021).
Comput Inform Nurs
November 2024
Author Affiliations: Department of Public Health Nursing, Akdeniz University Faculty of Nursing (Dr Demir Avcı); Akdeniz University Statistical Consulting, Application and Research Center (Dr Özel); and Department of Internal Medicine Nursing, Akdeniz University Faculty of Nursing (Dr Özer), Antalya, Turkey.
The flipped classroom method to be used in the nursing informatics course can increase nursing students' engagement and learning outcomes. This study aimed to evaluate the effect of flipped classroom education on nursing students' readiness for the flipped classroom model of education, as well as the usability of the flipped classroom and how this model impacts the level of students' knowledge in a nurse informatics course. The nursing students received 6 weeks of classic education and 6 weeks of flipped classroom education in the nursing informatics course.
View Article and Find Full Text PDFMedEdPORTAL
January 2025
Professor, Division of General Internal Medicine & Primary Care, Department of Medicine, University of California, Irvine, School of Medicine.
Introduction: In regions with significant Mandarin-speaking populations, language discordance in health care poses considerable challenges. Previous studies have shown that patients with language-concordant providers had higher ratings of satisfaction and trust. Despite this, there is a shortage of Mandarin-speaking primary care physicians in California.
View Article and Find Full Text PDFSmart Learn Environ
December 2024
Department of Biochemistry, University of Nebraska - Lincoln, 1901 Vine St., Beadle N133, Lincoln, NE 68588 USA.
Unlabelled: Concept-heavy courses such as Biochemistry in life and physical science curricula are challenging for many college-aged students. It is easy for students to disengage in a lecture and not learn the subject matter while in class. To improve student learning participation, we employed a flipped format for the first half of the course and compared learning outcomes and attitudes with the traditional lecture in the second half of the course.
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!