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Feizi F, Esmaeili Z, Babazadeh Z. Comparison of students' satisfaction with three teaching methods: Flipped class, Small groups, and Teacher role-playing in histology courses at Babol University of Medical Sciences.. mededj 2024; 13
URL: http://mededj.ir/article-1-520-en.html
URL: http://mededj.ir/article-1-520-en.html
Anatomical department
Abstract: (1465 Views)
Background and Objective: by increasing the number of students in classrooms, along with decreasing motivation, the capability of medical students regarding information recall, especially in histology, has decreased. Viewed from this perspective, active learning approaches seem to be necessary
Methods: From 2022 to 2024, approximately one-third of the content in the histology course was taught through active learning (flipped class, small group, and teacher role-playing). The satisfaction assessment was performed at the first level of the Kirkpatrick Model. Participants' reactions and feelings concerning these methods were determined using a validated and reliable questionnaire. Data were analyzed using GraphPad Prism 9 software.
Findings: In the present research, 314 students from the first to fourth semester studying at Babol University of Medical Sciences answered the Satisfaction Questionnaire, among which 54.4% were female and 43.6% male. The comparison of satisfaction levels among these three methods showed that mean satisfaction in flipped class (4.002 ± 0.5345) is significantly higher as compared to small groups (3.917 ± 0.06250) with a p value=0.402; and role-play (3.89 ± 0.04561) with a p value=0.0075 respectively.
Conclusion: The results have indicated the effectiveness of the flipped class in improving the satisfaction of students at Babol University of Medical Sciences, thus justifying a shift toward more effective and novel teaching methods in medical education. This method gained a significantly higher score than small groups and teacher role-playing by students. This may suggest that students prefer to work individually rather than in an interactive learning environment, and therefore further groundwork and cultural change are required for inducting the students to adapt to interactive learning methods.
Methods: From 2022 to 2024, approximately one-third of the content in the histology course was taught through active learning (flipped class, small group, and teacher role-playing). The satisfaction assessment was performed at the first level of the Kirkpatrick Model. Participants' reactions and feelings concerning these methods were determined using a validated and reliable questionnaire. Data were analyzed using GraphPad Prism 9 software.
Findings: In the present research, 314 students from the first to fourth semester studying at Babol University of Medical Sciences answered the Satisfaction Questionnaire, among which 54.4% were female and 43.6% male. The comparison of satisfaction levels among these three methods showed that mean satisfaction in flipped class (4.002 ± 0.5345) is significantly higher as compared to small groups (3.917 ± 0.06250) with a p value=0.402; and role-play (3.89 ± 0.04561) with a p value=0.0075 respectively.
Conclusion: The results have indicated the effectiveness of the flipped class in improving the satisfaction of students at Babol University of Medical Sciences, thus justifying a shift toward more effective and novel teaching methods in medical education. This method gained a significantly higher score than small groups and teacher role-playing by students. This may suggest that students prefer to work individually rather than in an interactive learning environment, and therefore further groundwork and cultural change are required for inducting the students to adapt to interactive learning methods.
Type of Study: Research |
Subject:
Special
Received: 2025/01/18 | Accepted: 2024/04/3 | Published: 2024/04/3
Received: 2025/01/18 | Accepted: 2024/04/3 | Published: 2024/04/3
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)