ORC ID , Athar Omid2 ORC ID , Ahmad Ghadami3 ORC ID ">
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ORIGINAL ARTICLE
Year : 2020  |  Volume : 9  |  Issue : 4  |  Page : 189-193

The effects of traditional lecture and flipped classroom on learning, learning retention, and satisfaction among operating room students: A comparative study


1 Department of Operating Room, Student Research Committee, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
2 Department of Medical Education, Medical Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran
3 Department of Operating Room, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Correspondence Address:
Ahmad Ghadami
Department of Operating Room, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery Isfahan University of Medical Sciences, Isfahan
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/nms.nms_79_19

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Background: Rapid changes in communities necessitate the use of new-teaching methods in universities. Objectives: This study aimed to determine and compare the effects of traditional lecture and flipped classroom (FC) on learning, learning retention, and satisfaction among operating room students. Methods: This two-group quasi-experimental study was conducted in 2018–2019 in the Faculty of Nursing and Midwifery of Isfahan University of Medical Sciences, Isfahan, Iran. Forty-four operating room students who had enrolled in anesthesiology course were selected and randomly allocated to a lecture and a FC group. Data were collected using a researcher-made satisfaction questionnaire and two researcher-made knowledge examinations. Data analysis was performed using the Chi-square, independent-samples t, and paired-samples t-tests. Results: The mean scores of knowledge in the first and the second examinations in the FC group (i.e. 18.85 ± 0.83 and 17.47 ± 1.42, respectively) were significantly greater than the corresponding mean scores in the lecture group (i.e., 16.21 ± 1.99 and 12.90 ± 2.64, respectively) (P < 0.05). Moreover, the mean score of satisfaction in the FC group was significantly higher than the lecture group (169.44 ± 17.82 vs. 115.56 ± 17.57;P < 0.05). Conclusion: FC is more effective than traditional lecture in promoting students' satisfaction and short- and long-term learning.


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