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Comparison of learning in flipped classroom and traditional classroom in family medicine assistants

    Authors

    1 Department of Internal Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.

    2 Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

    3 Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

,

Document Type : Original Article

Abstract

Introduction: There is a need to continuously review medical education and try to improve it. Therefore, in the family doctor's assistantship course, we decided to present the education in a more efficient way and use the flipped classroom. And conduct the evaluation as a key feature.
Materials & Methods:  The present study was a before-after intervention. The study population was specialized family physician assistants of Mashhad University of Medical Sciences. In order to evaluate the material taught in the traditional way, a pre-test (with the method of key features) was performed. Then, flipped training was done for them. Then the post-test (using the key features method) was done. Also, the educational environment was checked with the DELES questionnaire.
Results: In the first survey, the average score of the DELES questionnaire was 3.78 ± 0.48 (median = 3.75). In 10 out of 11 tests held, the grades after the intervention were higher than the grades before the intervention. However, there was a statistically significant difference in the score change before and after the intervention only in the tests of oral treatments for diabetes, insulin therapy, and hypothyroidism.
Conclusion: Considering the importance of teaching these assistants and the results obtained in the study, it was shown that the reverse learning method improved the quality of clinical decision-making of learners. It is hoped that this teaching method will be applied in the next courses of family physician assistants.

Keywords

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Horizon of Medical Education Development
Volume 15, Issue 3
September 2024
Pages 6-17
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