Horizon of Medical Education Development

Designing, implementation and evaluation of a flipped classroom of Mizaj course in persian medicine for medical students of Birjand University of Medical Sciences.

10.22038/hmed.2025.82528.1421

Articles in Press, Accepted Manuscript
Available Online from 22 June 2026
Horizon of Medical Education Development

Document Type : Original Article

Authors

reza ilkhani 1
Ramin Homayouni Zand 2
Afagh Zarei 3
Zahra Amouzeshi 4

1 Department of Traditional Medicine, School of Traditional Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

2 Dept. of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, IRAN

3 Assistant Professor of Medical Education School of Medicine Birjand University of Medical Sciences, Birjand, Iran

4 Assistant Professor of Medical Education Department of Nursing, School of Nursing and Midwifery Birjand University of Medical Sciences, Birjand, Iran

Abstract
Abstract
Introduction: The persian and Complementary Medicine course is one of the courses taken by medical students. The unfamiliar basic concepts in persian medicine and its different terminology compared to Western medicine are a problem for medical students in learning this course.
The flipped classroom method is one of the proposed solutions to solve this problem.
The purpose of this research is to design, implement, and evaluate Mizaj education using the flipped classroom method.
Methods: The study samples were 8th semester medical students at Birjand University of Medical Sciences. Sampling was done by convenience sampling and census. The method consisted of three stages: design, implementation, and evaluation of the persian Medicine course. A satisfaction questionnaire was prepared for the students and its validity and reliability were confirmed.
Results: This study showed that Mizaj training using the flipped classroom method leads to more learning, strengthening group discussion skills, thinking and reflecting on the topic, deeper learning of the material, transferring basic and applied concepts, increasing interest and motivation in the lesson, and establishing communication skills with other students.
Conclusion: Students were more satisfied with this educational method. It is recommended to develop this educational method to increase the efficiency of Mizaj teaching. Therefore, it is suggested to organize special educational workshops for Mizaj teachers and teach them this teaching method.
Keywords: Mizaj, flipped classroom, persian medicine, medical education

Keywords

Mizaj
flipped classroom
persian medicine
medical education

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