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Use of a flipped classroom in ophthalmology courses for nursing, dental and medical students: A quasi-experimental study using a mixed-methods approach.
Lishui University China.
Lishui University China.
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science. Lishui University, Uppsala university.ORCID iD: 0000-0002-9912-5350
2020 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 85, article id 104262Article in journal (Refereed) Published
Abstract [en]

Background

Traditional teaching is associated with dilemmas, such as low motivation to learn and passive learning. In contrast, use of a flipped classroom with the proper learning design has the potential to promote accelerated learning, bolster transmission of competencies (i.e., critical thinking, communication and problem-solving skills) and improve teamwork capacity, all of which are of great significance in professional healthcare practice, including nursing, dentistry and medicine.

Objective

The aim of the study was to examine the effects of using a flipped classroom in ophthalmology courses for undergraduate nursing students, dental students and higher vocational medical students.

Design

A quasi-experimental design was used with an intervention (n = 100) and a comparison group (n = 100), pre-/post-testing measures and a mixed-methods approach.

Setting

A university in China.

Participants

A total of 200 students were included.

Methods

Students' self-rated learning ability was measured before and after the courses, and skill exams were performed after the courses. In addition, interviews were conducted with the clinical medical students concerning their experiences of the flipped classroom.

Results

Students' self-rated learning ability improved significantly more in the intervention than in the comparison group, for the total scale and the three factors ‘learning goals’, ‘self-efficacy and social learning’ and ‘problem-solving’. Skill exam scores were statistically significantly better in the intervention than in the comparison group. On the whole, the clinical medicine students felt the flipped classroom had a positive impact and improved their learning ability as well as knowledge in ophthalmology.

Conclusions

Use of a flipped classroom for nursing, dental and clinical medical students in ophthalmology courses shows promising results in the form of students' skill exam scores and self-rated learning ability.

Place, publisher, year, edition, pages
2020. Vol. 85, article id 104262
Keywords [en]
Dental students, Flipped classroom, Medical students, Nursing students, Ophthalmology
National Category
Nursing
Research subject
Health-Promoting Work
Identifiers
URN: urn:nbn:se:hig:diva-31142DOI: 10.1016/j.nedt.2019.104262ISI: 000513989200012PubMedID: 31759243Scopus ID: 2-s2.0-85075214841OAI: oai:DiVA.org:hig-31142DiVA, id: diva2:1374124
Available from: 2019-11-28 Created: 2019-11-28 Last updated: 2020-03-05Bibliographically approved

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Engström, Maria

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