Flipped Learning in PPH Education: Impact on Midwifery Students' Knowledge, Skills, Self-Efficacy, and Satisfaction

NCT ID: NCT06861296

Last Updated: 2025-03-11

Basic Information

• Recruitment Status: ACTIVE_NOT_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 72 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-01-07
• Study Completion Date: 2025-09-01

Brief Summary

Maternal death refers to a woman's death due to direct or indirect causes during pregnancy, childbirth, or within 42 days postpartum. Postpartum hemorrhage (PPH) is the leading cause of maternal mortality globally and in our country. Rapid and effective management of PPH is crucial in reducing maternal deaths. WHO, UNFPA, and UNICEF emphasize the critical role of midwives in PPH management, highlighting the importance of enhancing their knowledge and skills during pre-graduate education.

Traditional education models are often insufficient for fostering permanent learning, especially in acquiring psychomotor skills like PPH management. In traditional learning, classroom instruction follows a teacher-centered approach, covering only the first two levels of Bloom's taxonomy-knowledge and comprehension-while higher-order cognitive skills such as application, analysis, synthesis, and evaluation are left to individual effort. However, effective and lasting learning requires an active learning environment where students engage more deeply with the material.

The flipped learning model addresses these challenges by allowing students to access foundational knowledge outside the classroom and dedicate class time to higher-order skills like discussion, application, and problem-solving. This model enhances learning through technology and interactive face-to-face activities, fostering professional competence in health education. While the flipped learning model is widely used in health education, most studies focus on theoretical knowledge, with limited research on psychomotor skill acquisition.

To our knowledge, this study is the first to evaluate the effectiveness of flipped learning in midwifery education for both theoretical and psychomotor skill development. The findings are expected to contribute to advancements in midwifery education and healthcare services.

Conditions

Teaching Innovation; Midwifery Students Education; Postpartum Hemorrhage; Flipped Classroom Model in Teaching

Study Design

• Allocation Method: NON_RANDOMIZED
• Intervention Model: SEQUENTIAL
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: NONE

Study Groups

Control Group (Traditional Education Model Based Education Group)

This group will be trained with the traditional education model regarding the management of postpartum hemorrhage. Theoretical training in this group is planned as face to face in the classroom with the traditional lecture model; practical training is planned as face to face in the laboratory.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Intervention Group (Flipped Learning Model Based Training Group)

This group will receive training on postpartum hemorrhage management using the reverse learning model. Theoretical and practical lessons will be given primarily through out-of-class activities. Students will learn simple basic information outside of class whenever they want with the instructor's videos. Thus, advanced methods (gamification, concept analysis, group discussions) can be applied to ensure active and permanent learning in in-class activities.

Group Type: EXPERIMENTAL

Intervention Group

Intervention Type: BEHAVIORAL

(Flipped Learning Model Based Training Group)-Arm Description: This group will receive training on postpartum hemorrhage management using the reverse learning

Interventions

Intervention Group

(Flipped Learning Model Based Training Group)-Arm Description: This group will receive training on postpartum hemorrhage management using the reverse learning

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Being a 3rd year student in the Midwifery Department of Gülhane Health Sciences Faculty
• Having successfully completed the normal birth course
• Agreeing to participate in the study

Exclusion Criteria

• Students who were on sick leave or on sick leave during the study period
• Those who did not take the normal birth course or failed
• Students who were absent from at least one session of the training program

• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Saglik Bilimleri Universitesi

OTHER

Sponsor Role: lead

Responsible Party

Sumeyra Damsarsan

Lecturer

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

University of Health Sciences

Ankara, Çankaya, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

913715751 2025/09

Identifier Type: -

Identifier Source: org_study_id