Elaine Lehane, Catherine Buckley, Helen Mulcahy, Elizabeth McCarthy, Liz Cogan, Rhona O'Connell, Margaret Murphy, Patricia Leahy-Warren
Evaluating the process of practice enhancement for exclusive breastfeeding (PEEB): a participatory action research approach for clinical innovation
International breastfeeding journal
flipped classroom approach gained increasing popularity medical education physiology basic medical course studies phenomena laws human life activities crucial link course connecting preclinical courses clinical courses however paucity data showing effectiveness flipped classroom model entirety physiology course medical undergraduate students 131 sophomore students clinical medicine major harbin medical university recruited randomly allocated two groups control group subjected traditional lecture teaching n 69 experimental group subjected flipped classroom teaching n 62 assess effect flipped teaching usual performance final exam scores used evaluate physiology learning effectiveness students correlation usual performance final exam scores pearson method also conducted two teaching groups course completion anonymous questionnaire survey conducted among subjects flipped classroom group assess students opinion regarding flipped classroom teaching results showed usual performance final exam scores students flipped classroom significantly higher traditional teaching class p 005 moreover results also showed usual performance students significantly correlated final exam scores flipped classroom r 03945 p 001 traditional teaching group r 01522 p 02119 results questionnaire survey showed 7758 students believed flipped classroom teaching improved knowledge acquisition 7086 students perceived flipped classroom enhanced learning abilities including selfstudy ability collaborative learning problemsolving skills clinical thinking ability addition 60 students acknowledged teaching design teaching environment students engagement presentation group learning flipped classroom flipped classroom teaching significantly improved students learning effectiveness physiology course indicated final exam score usual performance also promoted higherorder abilityset acquisition allowed rationalized formative evaluation system