The effects of traditional lecture and flipped classroom on learning, learning retention, and satisfaction among operating room students: A comparative study

IF 0.8 Q4 NURSING

Nursing and Midwifery Studies Pub Date : 2020-10-01 DOI:10.4103/NMS.NMS_79_19

Mohammad Hassan Ghasemi Abarghouie, A. Omid, A. Ghadami

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Abstract

Background: Rapid changes in communities necessitate the use of new-teaching methods in universities. Objectives: This study aimed to determine and compare the effects of traditional lecture and flipped classroom (FC) on learning, learning retention, and satisfaction among operating room students. Methods: This two-group quasi-experimental study was conducted in 2018–2019 in the Faculty of Nursing and Midwifery of Isfahan University of Medical Sciences, Isfahan, Iran. Forty-four operating room students who had enrolled in anesthesiology course were selected and randomly allocated to a lecture and a FC group. Data were collected using a researcher-made satisfaction questionnaire and two researcher-made knowledge examinations. Data analysis was performed using the Chi-square, independent-samples t, and paired-samples t-tests. Results: The mean scores of knowledge in the first and the second examinations in the FC group (i.e. 18.85 ± 0.83 and 17.47 ± 1.42, respectively) were significantly greater than the corresponding mean scores in the lecture group (i.e., 16.21 ± 1.99 and 12.90 ± 2.64, respectively) (P

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传统课堂教学与翻转课堂教学对手术室学生学习、学习记忆及满意度的影响比较研究

背景：社区的快速变化要求大学采用新的教学方法。目的：本研究旨在确定和比较传统讲座和翻转课堂（FC）对手术室学生学习、学习保留和满意度的影响。方法：这项两组准实验研究于2018年至2019年在伊朗伊斯法罕医学科学大学护理和助产学院进行。选择44名参加过麻醉学课程的手术室学生，随机分配到一个讲座和一个FC组。数据采用一份研究人员制作的满意度问卷和两份研究人员进行的知识考试进行收集。使用卡方、独立样本t和配对样本t检验进行数据分析。结果：FC组第一次和第二次考试的知识平均分（分别为18.85±0.83和17.47±1.42）显著高于讲座组相应的平均分（即16.21±1.99和12.90±2.64）（P

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来源期刊

Nursing and Midwifery Studies NURSING-

CiteScore

1.70

自引率

0.00%

发文量

审稿时长

29 weeks