Using traditional or flipped classrooms to teach “vascular access skill”: A pilot study to investigate the impact of the flipped classroom approach on students’ competencies

ABSTRACT

The aim of this study was to analyze the effect of the flipped classroom (FC) approach on the skill acquisition of students, and to garner feedback from them about the effectiveness of this approach. A prospective controlled post-test and delayed-test research design was applied involving a comparison with a control group, while a qualitative research method for answers to follow-up questions. The participants in the study were 363 second-year students from the Faculty of Medicine of Hacettepe University. The performance test and feedback form were used as data collection instruments. The findings of the study revealed that, in terms of skill acquisition and the maintenance of performance, the student sample trained in the FC approach were more successful than those in the control group who were trained using a traditional Lecture-Based approach. It was further ascertained that in experimental group, the materials were wide-ranging, and the students were able to interact better with the lecturer, felt more qualified after practice and received more effective feedback.

KEYWORDS:

• Lecture-based education
• Skill acquisition
• Videos
• Flipping
• Medical education

Author contributions

The conception and design of the study: Baris Sezer, Melih Elcin.

Acquisition of data: Baris Sezer.

Analysis and interpretation of data: Baris Sezer.

Final approval of the version to be submitted: Baris Sezer, Melih Elcin.

Ethical approval

Not applicable (Informed consent was taken of participants).