Main Article Content
Abstract
Flipped classroom (FC) have advantages compared with traditional lectures. One of them is the occurrence of active learning. This study aims to assess the flipped classroom learning method's effectiveness, feasibility and acceptability. Research method with mixed method. Quantitative method with pre-test and post-test control group design. One with traditional lecture (TL) and another with the flipped classroom method. Effectiveness was assessed by pre-test and post-test. The post test was carried out on day 0, 3, 7 and 14. FGD assessed the feasibility and acceptability of FC. TL are in pregnancy physiology courses, while FC are in labor physiology courses. There were differences in pretest scores in the FC group compared to TL, 4.89 (± 0.85) vs 4.29 (±1.01) (p=0.000), respectively. There were differences in posttest scores d-0, d-3, d-7, d-14 between the FC group and TL group, 7.89 (± 0.85) vs 7.29 (±1.01) (p = 0.000); 6.82 (± 0.78) vs 6.14 (±0.81) (p= 0.000); 5.85 (± 0.80) vs 5.20 (±0.88) (p= 0.000); 5.81 (± 0.77) vs 4.78 (±0.82) (p= 0.000), respectively. FC are difficult, burdened students, stimulate more active learning, are not suitable for certain learning, and provide an overview of real situations. Flipped classroom is more effective than traditional lectures. Flipped classroom can be applied (feasible) in teaching medicine, but the acceptability of this method still varies.
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Copyright (c) 2024 I Made Pariartha, Adi Pratama Putra, Ni Wayan Diana Ekayani
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
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Koo, C.L., Demps, E.L., Farris, C., Bowman, J.D., Panahi, L., & Boyle, P. (2016). Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course. Am J Pharm Educ, 25;80(2):33. doi: 10.5688/ajpe80233.
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Mazur, E. (2009). Farewell, lecture? Science, 323(5910),50–51.
Ramnanan, C.J., & Pound, L.D. (2017). Student perceptions of the flipped classroom. Advances in Medical Education and Practice, 13(8), 63-73. doi: 10.2147/AMEP.S109037
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References
Blair, R.A., Caton, J.B., & Hamnvik, O.R. (2020). A flipped classroom in graduate medical education. Clin Teach, 17(2), 195-199. doi: 10.1111/tct.13091.
Campillo-Ferrer, J.M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communication, 8(176). https://doi.org/10.1057/s41599-021-00860-4
Chen, F., Lui, A.M., & Martinelli, S.M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ, 51(6), 585–97.
Dent, J.A., & Harden, R.M. (2017). A practical guide for medical teacher. Curchil Livingstone.
Graffam, B. (2007) Active learning in medical education: strategies for beginning implementation. Med Teach, 229(1), 38–42.
Hew, K.F., & Lo, C.K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(38). https://doi.org/10.1186/s12909-018-1144-z
Koo, C.L., Demps, E.L., Farris, C., Bowman, J.D., Panahi, L., & Boyle, P. (2016). Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course. Am J Pharm Educ, 25;80(2):33. doi: 10.5688/ajpe80233.
Lu, C., Xu, J., Cao, Y. et al. (2023). Examining the effects of student-centered flipped classroom in physiology education. BMC Med Educ, 23(233). https://doi.org/10.1186/s12909-023-04166-8
Mazur, E. (2009). Farewell, lecture? Science, 323(5910),50–51.
Ramnanan, C.J., & Pound, L.D. (2017). Student perceptions of the flipped classroom. Advances in Medical Education and Practice, 13(8), 63-73. doi: 10.2147/AMEP.S109037
Taylor, D.C., & Hamdy H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach, 35(11), 1561–1572.