Affordable Access

Access to the full text

Effects of a quasi-experimental study of using flipped classroom approach to teach evidence-based medicine to medical technology students

Authors
  • Huang, Hsien-Li1, 2
  • Chou, Chia-Pei3
  • Leu, Steve4
  • You, Huey-Ling1, 5
  • Tiao, Mao-Meng3
  • Chen, Chih-Hung2, 6
  • 1 Kaohsiung Chang Gung Memorial Hospital and Chang Gung University College of Medicine, Kaohsiung, Taiwan , Kaohsiung (Taiwan)
  • 2 Graduate Institute of Adult Education, National Kaohsiung Normal University, Kaohsiung, Taiwan , Kaohsiung (Taiwan)
  • 3 Kaohsiung Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Kaohsiung, Taiwan , Kaohsiung (Taiwan)
  • 4 Institute for Translational Research in Biomedicine, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan , Kaohsiung (Taiwan)
  • 5 Fooyin University, Kaohsiung, Taiwan , Kaohsiung (Taiwan)
  • 6 Kaohsiung Chang Gung Memorial Hospital and Chang Gung University College of Medicine, No.123, Dapi Road, Niaosong District, Kaohsiung, 83301, Taiwan , Kaohsiung (Taiwan)
Type
Published Article
Journal
BMC Medical Education
Publisher
Springer (Biomed Central Ltd.)
Publication Date
Jan 31, 2020
Volume
20
Issue
1
Identifiers
DOI: 10.1186/s12909-020-1946-7
Source
Springer Nature
Keywords
License
Green

Abstract

BackgroundFlipped classroom is known to improve learning efficiency and to develop one’s ability to apply high-level knowledge. To investigate the effect of flipped classroom approach on teaching evidence-based medicine to medical technology students, we conducted a tailor-made six flipped classroom based EBM courses for medical technology students.MethodsThis study adopted a qusai-experimental design with 62 medical technology interns as the research object. Students in the experimental group attended the flipped classroom course, while students in the control group attended the traditional course. The learning outcomes were evaluated by Fresno test in both groups. Furthermore, to understand student’s perceptions on the flipped classroom approach, students in the experimental group were required to fill in a satisfaction survey and answer some open-ended questions.ResultsThe Fresno test scores of the experimental group were significantly higher than that of the control group. From the results of the satisfaction survey, we know that students were satisfied with this course format. Students claimed that the flipped classroom approach could improve their learning efficiency and the interactions with teacher could help them to think more deeply.ConclusionsTo conclude, most students showed positive attitudes and views on flipped classroom strategy. Moreover, students’ questions were solved more effectively during class resulting in an improvement of effectiveness of evidence-based medicine trainings.

Report this publication

Statistics

Seen <100 times