University classroom.
Iranian researchers have conducted a study which has been published in the journal BioMed Central (BMC) which shows that traditional lecture training in the Medical Degree is much less effective and offers worse academic results than teaching based on more practical, active, effective and student-centered approaches.
For the study, whose objective is to evaluate the effectiveness of a new training model, the researchers have compared, within the Degree of Medicine, Traditional master classes using the flipped classroom methodwhich is in its early stages in relation to clinical scenarios and educational technology.
As explained by the researchers in the aforementioned study, it has been proven that A flipped classroom approach, which can be delivered virtually, produces superior learning effects Compared with conventional teaching methods, the application of the flipped classroom resulted in a positive attitude of students towards the practical subject training course and increased their participation and performance in the course.
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Also, according to the study, with the training technique of the inverted classroom Greater performance and satisfaction is achieved in students and faculty members through the use of virtual education. In addition, it prioritizes and values student responsibility and autonomy. This is achieved through independent and asynchronous study of class content, as well as active learning during scheduled class times.
The results and conclusion of the study
The results and conclusion of the study
The study has revealed that students who have followed the flipped classroom training plan have obtained better academic results that those students who have faced the exam after traditional training, with a theoretical explanation by the professor in charge of teaching the subject.
However, despite the success of the flipped classroom in terms of results, Students who followed this route to train were less satisfied than those of the traditional master class method, according to the results of the satisfaction survey they conducted after the process.
The conclusion reached by Iranian researchers is that the flipped classroom method, compared to traditional classes, improved student learning and performance from Hamadan University of Medical Sciences in the course of Gastrointestinal Physiology.
Furthermore, experts have determined that “it is recommended that educators in various scientific disciplines consider employ this innovative teaching method to improve student learning outcomes.” However, they added that “further studies with larger sample sizes are needed to provide stronger evidence of the effectiveness of the intervention.”
60 students from Hamadan University of Medical Sciences participated
60 students from Hamadan University of Medical Sciences participated
In this study they have participated A total of 60 students from Hamadan University of Medical Sciences. All of them have taken the Gastrointestinal Physiology course with one difference: a group of 30 students has done so following the traditional method while the remaining 30 have followed the flipped classroom technique.
The control group received traditional master classes and participated in question and answer sessions while the Intervention followed the subject through non-face-to-face educational content and participated in small group discussions based on clinical scenarios.
Satisfaction with the course was measured using an 18-item questionnaire and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of the Kirkpatrick model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24.
The information published in Redacción Médica contains statements, data and declarations from official institutions and health professionals. However, if you have any questions regarding your health, consult your corresponding health specialist.
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