Kirsten J McCaffery, Suzanne Morony, Danielle M Muscat, Andrew Hayen, Heather L Shepherd, Haryana M Dhillon, Sian K Smith, Erin Cvejic, Wedyan Meshreky, Karen Luxford, Don Nutbeam
Evaluation of an Australian Health Literacy Program Delivered in Adult Education Settings
Health literacy research and practice
effectiveness flipped classroom fc puncture skills medical education still uncertain study aimed assess role fc model puncture skills investigate acceptance approval fc among medical students instructors mixed research approach quasiexperimental research design descriptive qualitative research conducted september 2022 one month using fc teaching method combined instructional videos group learning study participants 71 fifthyear medical students two classes chinese medical school four instructors medical students randomly divided two groups traditional classroom tc group group fc group group b teaching group b used fc group used powerpointbased tc effectiveness two teaching models assessed objective structured clinical examination osce questionnaires distributed medical students instructors assessment two independent sample ttests used analyse differences demographic data osce scores two groups medical students group b scored higher puncture skills group especially regarding abdominal puncture p 003 thoracentesis p 0001 bone marrow puncture p 0001 average performance puncture skills p 0001 lumbar puncture difference skill scores observed groups b p 0409 medical students thought fc improved selflearning ability helped acquire knowledge regarding osce skills medical students thought innovative objective traditional examinations better assessing overall abilities fc osce supported medical students instructors also satisfied students performance fc supported teaching model agreeing continue using study shows fc teaching combines instructional videos group learning reliable wellreceived teaching method puncture skills supplements expands existing teaching methods medical field