Exploring students’ learning experiences in a flipped classroom instructional model: A study on Master’s students of Medical Microbiology

Background and Aim : Background: Recently, flipped classroom (FC) instructional model has received more attention. However, application of this method at a Master’s level has less been studied. The aim was to investigate the effectiveness of the FC model on Master’s students of Medical Microbiology for education of Systematic Bacteriology (SB). Methods : Method: The FC study was conducted during ۲۰۱۸-۲۰۱۹ at Kurdistan University of Medical Sciences. We examined students’ learning experiences and self-perceived knowledge. We also compared examination scores of the FC students to those of students who were taught with a traditional lecture-based classroom (TC) model. A Mann-Whitney U test was used to compare the two groups. A P value < ۰.۰۵ was considered significant.Results : Results: FC students reported positive learning experiences and an increase in self-perceived knowledge. Students agreed that the FC helped to promote their learning motivation and to enhance communication ability and problem solving skill; however, they reported pressure in the FC activity. Students from the FC performed better on the test when compared to those from the TC group (P<۰.۰۵). Conclusion : Conclusion: The results showed that the FC had a positive effect on learning and self-perceived knowledge and it was helpful for examination; however, this approach warrants further consideration and research.

کلیدواژه ها:

Flipped learning ، Medical microbiology ، Systematic bacteriology ، Lecture-based classroom