The Impact of Flipped Learning in Surgical Education: A Mixed-Method Study

Autor/inn/en	Akbarialiabad, Hossein; Zarifsanaiey, Nahid; Taghrir, Mohammad Hossein; Roushenas, Sima; Panahandeh, Seyed Mehdi; Abdolrahimzadeh-fard, Hossein; Shayan, Zahra; Kavousi, Shahin; Paydar, Shahram
Titel	The Impact of Flipped Learning in Surgical Education: A Mixed-Method Study
Quelle	In: Knowledge Management & E-Learning, 13 (2021) 3, S.273-289 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akbarialiabad, Hossein) ORCID (Zarifsanaiey, Nahid) ORCID (Taghrir, Mohammad Hossein) ORCID (Roushenas, Sima) ORCID (Panahandeh, Seyed Mehdi) ORCID (Abdolrahimzadeh-fard, Hossein) ORCID (Shayan, Zahra) ORCID (Kavousi, Shahin) ORCID (Paydar, Shahram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7904
Schlagwörter	Flipped Classroom; Surgery; Problem Solving; Pretests Posttests; Foreign Countries; Audio Equipment; Instructional Effectiveness; Teaching Methods; Films; Books; Multimedia Materials; Multiple Choice Tests; Scores; Graduate Medical Education; Medical Students; Student Attitudes; Video Technology; Case Method (Teaching Technique); Iran + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Chirurgie; Problemlösen; Ausland; Audio-CD; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Book; Buch; Monographie; Monografie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schülerverhalten; Case method; Fallmethode
Abstract	This study aims to investigate the effectiveness of flipped learning in surgical education in trauma. The participants were 15 first-year general surgery residents in Shiraz medical school. After completing a pre-test, the participants received the learning content in interactive multimedia, podcasts, movies, and books. One month later, they had a face-to-face class based on case-based discussions. An early post-test was performed immediately after the class, and a late post-test was performed one month later. In these tests, the residents' problem-solving abilities were assessed using multiple-choice questions. A semi-structured phone interview was used to measure their attitude towards the learning program. The results showed a significant difference between pre-test and early post-test scores and between pre-test and late post-test scores. However, there was no significant difference between early and late post-test scores. The residents were satisfied with the program's overall usefulness for junior residents. The participants tended to use podcasts more than other materials. They mentioned that the videos and books helped more to foster theoretical knowledge. The case-based discussion makes them more confident in dealing with patients in daily encounters. (As Provided).
Anmerkungen	Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01