Effect of flipped classroom on medical students’ semiology knowledge and skills

Abstract

Introduction: Flipped classrooms make learners eager to learn actively. it is based on learner-based and active learning methods. The flipped classroom is an educational strategy and a kind of hybrid learning that turns education into a learner-based model in which the class time is spent exploring topics and creating engaging learning opportunities. Methods: During an interventional quasi-experimental research, 90 medical students entered the study. The intervention and control group received flipped classroom and traditional education, respectively. The knowledge and skills of the participants were assessed by a standard checklist approved by the Ministry of Health. Data analysis was done by analytical statistical test after data collection. Results: the mean score of students’ knowledge in performing adult examination, obtaining medical history, and pediatric examinations in all three areas between the two groups after the intervention and two months later was statistically significant (P<0.001). there was a statistically significant difference between the mean scores of students’ skills in performing adult examinations in all three areas (P≤0.001) so that the mean skill score of adult examinations was higher in the intervention group than the control group. there was a statistically significant difference between the mean scores of students’ skills in obtaining medical history (P≤0.001) so that the mean skill score of obtaining medical history was higher in the intervention group than the control group. Also, there was a statistically significant difference between the mean scores of students’ skills in performing pediatric examinations (P≤0.001) so that the mean skill score of pediatric examinations was higher in the intervention group than the control group. Conclusion: Flipped classroom increases knowledge, improves skills in instructing practical semiotics to medical students of physiopathology grade.