Faculty of Applied Medical Sciences, Department of Medical Laboratory Technology, King Abdulaziz University, Rabigh, Saudi Arabia.
Medical Laboratory Sciences Department, Fakeeh College for Medical Sciences, Jeddah, Saudi Arabia.
PLoS One. 2022 Apr 21;17(4):e0267096. doi: 10.1371/journal.pone.0267096. eCollection 2022.
The flipped classroom is a teaching strategy used to enhance the engagement of students in the learning process. Replacing didactic lectures with active learning strategies through flipped classroom sessions fosters independence and the opportunity for students to engage in different passive learning styles. Although many studies of the flipped classroom approach have been conducted with medical students, few have focused on the effect of flipped classroom sessions on students in other medical professional fields. The aim of this study was to assess the effect of the flipped classroom approach on the performance of medical laboratory science students in a hematology course and their perception of the flipped classroom as an active learning strategy. In addition, students' perceptions regarding the flipped classroom as an active learning strategy were assessed. Of two cohorts in hematology courses, cohort 2 attended flipped classroom sessions, whereas cohort 1 underwent traditional class sessions. Students' learning outcomes, achievements and performance on examinations in hematology courses were assessed. In addition, a satisfaction survey was distributed to the students to evaluate their perception of the flipped classroom as a student-centred learning strategy. Students in cohort 2 performed significantly better in the knowledge and cognitive domains than did those in cohort 1 (p < 0.001). Cohort 2 students completed the course successfully with an average grade of 81%, and few students received low grades; in comparison, cohort 1 students completed the course with an average grade of 73%, and 7 students received a grade of F. Of students in cohort 2, 83% believed that the flipped classroom provided a better understanding of the subject matter and appropriate knowledge and skills. The results indicate the effectiveness of flipped classrooms as an active learning style in enabling students to obtain desirable knowledge and improve their academic performance. Moreover, students zrecognized that the flipped classroom as an active learning style was more beneficial than the traditional teaching approach.
翻转课堂是一种教学策略，用于增强学生在学习过程中的参与度。通过翻转课堂，用主动学习策略取代说教式讲座，培养学生的独立性，并为他们提供参与不同被动学习方式的机会。虽然已经有许多关于翻转课堂方法的研究针对医学生进行，但很少有研究关注翻转课堂对其他医学专业领域学生的影响。本研究旨在评估翻转课堂方法对医学检验科学学生在血液学课程中的表现以及他们对翻转课堂作为一种主动学习策略的看法的影响。此外，还评估了学生对翻转课堂作为一种主动学习策略的看法。在两个血液学课程的队列中，队列 2 参加了翻转课堂，而队列 1 则进行了传统课堂。评估了学生在血液学课程中的学习成果、成就和考试表现。此外，还向学生分发了一份满意度调查，以评估他们对翻转课堂作为以学生为中心的学习策略的看法。与队列 1 相比，队列 2 的学生在知识和认知领域的表现明显更好（p < 0.001）。队列 2 的学生以平均 81%的成绩成功完成了课程，很少有学生获得低分；相比之下，队列 1 的学生以平均 73%的成绩完成了课程，有 7 名学生获得了 F 级。队列 2 的学生中有 83%认为翻转课堂提供了更好地理解主题、适当的知识和技能。结果表明，翻转课堂作为一种主动学习方式，能够使学生获得理想的知识并提高学习成绩，是有效的。此外，学生们认为翻转课堂作为一种主动学习方式比传统教学方法更有益。
