The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills

NCT ID: NCT05402215

Last Updated: 2022-06-07

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 42 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-10-25
• Study Completion Date: 2022-05-06

Brief Summary

This research is a randomized controlled experimental study planned to examine the effect of the flipped classroom model in teaching clinical practice skills. The research was carried out on first year students of the First and Emergency Aid Program at a state university in Turkey. The data were collected for one year, in the fall and spring terms. The universe of the research consisted of 46 students enrolled in the 2021-2022 Academic Year First and Emergency Aid Program and studying in the first year. In the study, stratified randomization method was used since it was thought that random selection could affect the study statistically in assigning students to groups. The data of the study were collected using the "Descriptive Characteristics Information Form", which includes the introductory information of the students, and the "Check List", which includes the clinical practice skill steps. While the flipped classroom model was used in teaching clinical practice skills of students in the experimental group, standard lectures were used in the control group.

Conditions

Flipped Classroom Model in Teaching

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: FACTORIAL
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: SINGLE

Study Groups

experimental group

The flipped classroom model was used in teaching the clinical practice skills of the students in the experimental group. First of all, videos for clinical applications were prepared by the researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled.

Group Type: EXPERIMENTAL

The flipped classroom model was used to teach students' clinical practice skills.

Intervention Type: BEHAVIORAL

Videos for clinical applications have been prepared by researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled.

control group

To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher. While the students were doing the applications, one of the researchers observed the application and marked only the skill level in the checklists ("applied", "incompletely applied" and "did not apply") without making any comments or directions.

Group Type: ACTIVE_COMPARATOR

control group

Intervention Type: BEHAVIORAL

To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher.

Interventions

The flipped classroom model was used to teach students' clinical practice skills.

Videos for clinical applications have been prepared by researchers. These prepared videos were shared with the students in the experimental group one week before the lesson day of each application for preliminary study and the students were asked to work on these videos. On the day of the lesson, group work, question-answer and discussion activities were held with the students in the classroom environment. At the end of the lesson, the students were asked to do the applications on the simulation models of the application and the checklists were filled.

Intervention Type: BEHAVIORAL

control group

To the students in the control group, the application was explained by the researcher (instructor conducting the course) using presentation and demonstration methods. Each application was made on different days. The prepared checklists were filled by the other researcher.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Over 18 years old

Exclusion Criteria

• who refused to participate in the study

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

TC Erciyes University

OTHER

Sponsor Role: lead

Responsible Party

Ali Kaplan

Lecturer Dr.

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Ali KAPLAN, Dr.

Role: PRINCIPAL_INVESTIGATOR

Kayseri University

Locations

Kayseri Üniversitesi

Kayseri, Talas, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

TC Kayseri University

Identifier Type: -

Identifier Source: org_study_id