Faculty of Medicine, University of Khartoum, Khartoum, Sudan.
Faculty of Medicine, Al Neelain University, Khartoum, Sudan.
BMC Med Educ. 2023 Apr 27;23(1):287. doi: 10.1186/s12909-023-04276-3.
Over the past few years, there has been a parallel development in the use of the internet and technology for teaching purposes. The Flipped classroom model (FCM) used by the instructor aims at spending more time interacting with students rather than lecturing them. There are very few studies about the effectiveness of FCM on student performance and perception as compared to the traditional lecture in colleges of medicine. This study evaluates the effectiveness of the FCM on the academic achievement of students in terms of increased performance and perception as compared to the traditional lecture the medical students in Al-Neelain University-Sudan.
This case-control study compares using (FCM) in the medical students at Al-Neelain University and the traditional lecture and its effect on students' academic achievement. The students were randomly assigned into two groups (A & B), flipped classroom group A (30 students as a test), and traditional classroom group B (33students as control). Major outcome indexes were pretest and posttest results used for students' academic achievement performance assessment and a questionnaire used for student perception evaluation about the FCM. Finally, statistical analysis was performed using SPSS programs.
Although the pretest and posttest scores showed highly statistically differences within each group (A&B) with P<.000, when comparing the pretest and posttest scores of the studied groups showed that, there were no statistically significant differences between the pretest and posttest scores between them with P=0.912 and 0.100 respectively. However, more than 80% of participants were satisfied with using a flipped classroom. While more than 90% of students were more motivated to learn in flipped classrooms meeting learning targets when they used FCM.
There was a positive student perception towards using the FCM, despite no significant effect of FCM on medical students' academic achievement.
在过去的几年中，互联网和技术在教学中的应用也在平行发展。教师使用的翻转课堂模式（FCM）旨在花费更多时间与学生互动，而不是对他们进行讲座。与医学院的传统讲座相比，关于 FCM 对学生表现和认知的有效性的研究很少。本研究评估了 FCM 对学生学术成就的有效性，与传统讲座相比，学生的表现和认知都有所提高。
本病例对照研究比较了在 Al-Neelain 大学的医学生中使用（FCM）和传统讲座及其对学生学业成绩的影响。学生被随机分配到两个组（A 和 B），翻转课堂组 A（30 名学生作为测试）和传统课堂组 B（33 名学生作为对照）。主要结果指标是用于学生学术成就表现评估的前测和后测结果以及用于学生对 FCM 感知评估的问卷。最后，使用 SPSS 程序进行统计分析。
尽管每组（A 和 B）的前测和后测分数均显示出高度统计学差异（P<.000），但当比较研究组的前测和后测分数时，发现两者之间的前测和后测分数没有统计学差异（P=0.912 和 0.100）。然而，超过 80%的参与者对使用翻转课堂感到满意。而超过 90%的学生在使用 FCM 时更有动力在翻转课堂中学习，以达到学习目标。
尽管 FCM 对医学生的学业成绩没有显著影响，但学生对使用 FCM 的感知是积极的。
