مجله علمی دانشگاه علوم پزشکی کردستان (Apr 2019)
Comparison between the effects of flipped class and traditional methods of instruction on satisfaction, active participation, and learning level in a continuous medical education course for general practitioners
Abstract
Background and Aim: Physicians’ knowledge and capabilities decrease over time; therefore, continuous medical education is important. Flipped class is a blended teaching method that inverts instructional cycle by delivering the educational content by innovative technology out-of-class. The aim of this study was to determine the effects of flipped class on satisfaction, active participation, and learning levels in general practitioners attending continuous medical education courses in the Kurdistan University of Medical Sciences in 2017. Material and Methods: This interventional study included 120 general practitioners in Sanandaj who were attending the continuous medical education courses. They were randomly assigned to intervention (flipped class) and control (traditional class) groups. Data were collected by a researcher-made questionnaire in order to evaluate participant satisfaction, and a researcher made checklist for evaluation of active participation and a set of post-test questions for assessment of knowledge. The validity and reliability of the questionnaire and the checklist were assessed by using expert panels and measurement of Cronbach’s alpha respectively.Two weeks prior to the designated day, the intervention group started educational activities by finding answers to the questions. The control group did not receive any instruction until the designated day of the classes. On the designated day the control group listened to the lectures in traditional way. The educational content delivered to both groups was identical. Results: The results of the study showed that all the participants were satisfied with the continuous medical education classes. However, the mean satisfaction level of the re-training period was significantly higher in the intervention group (P = 0.001). The mean post-test score in the intervention group (15.50 ± 2.25) was significantly higher than that in the control group (12.85 ± 2.18) (P = 0.0001). Also, the mean score of participation in the intervention group (9.01 ± 1.71) was significantly higher compared to that in the control group (7.60 ± 2.02) (P = 0.0001). Conclusion: The results of this study showed that flipped classroom strategy was an effective way of continuous education programs for general practitioners. This approach not only improved the knowledge of physicians after continuous medical education programs, but also increased their satisfaction by increasing their active participation.
