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Design, Implementation, and Evaluation of the Flipped Classroom Teaching Method in Cartilage Histology Course
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Azra Allahveisi    , Mohamad Jafar Rezaie , Mahsa Mahmoudi , Nasrin Abdi * |
| Faculty of Nursing and Midwifery, Kurdistan University of Medical Sciences |
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Abstract: (418 Views) |
Background and Objective: With technological advancements and the rapid growth of innovative educational approaches, methods such as the flipped classroom and problem-based learning have replaced traditional methods like lectures. The effectiveness of flipped teaching in increasing learning outcomes and student satisfaction has been demonstrated in various studies. The aim of this study was to evaluate the effectiveness of flipped teaching in the histology course for medical students.
Methods: This study is a developmental applied design. The study population consisted of second-semester medical students at Kurdistan University of Medical Sciences. The educational content was initially prepared in PowerPoint software and voice recorded. Using Snagit 2015 software, the produced content was converted into an educational video. After approval by the faculty members, the content was prepared in PPT, MP4, and PDF formats and provided to the students. In the session before the teaching began with this method, a brief explanation of the flipped classroom was given to the students. The students were grouped, and they were divided into four groups, with the educational content provided to them.
Findings: A significant difference was observed between the students' views on the flipped classroom compared to the traditional lecture method regarding the role of the flipped classroom in accessing the content taught by the instructor, fostering scientific connections among students, and encouraging students to actively participate in class (p<0.05). No significant difference was observed regarding the role of the flipped classroom in fostering a learning spirit among students, in generating scientific questions in students' minds, and in understanding the taught materials (P>0.05). The average score of students using the lecture method was 13.12, while the average score of students using the flipped classroom method was 13.69. No significant difference was found in the students' scores between the two teaching methods (P>0.05).
Conclusion: Students had a positive view of some features of the flipped classroom and the application of this educational method. Given the novelty of this educational approach, further studies are needed to explore its impact on various learning outcomes. |
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| Keywords: Flipped classroom, cartilage histology course, lecture method. |
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Full-Text [PDF 561 kb]
(398 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2024/12/7 | Accepted: 2024/04/3 | Published: 2024/04/3
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