Factors Affecting the Effectiveness of Flipped Classroom from the Perspectives of Medical Students
Article Sidebar
Main Article Content
Abstract
BACKGROUND: Flipped classroom teaching aims to promote directed self-learning and active learning among students. However, no study has ever explained the factors influencing the effectiveness of Flipped classroom learning from the perspectives of medical students. Understanding these factors could provide valuable guidelines for planning future Flipped classroom implementations.
OBJECTIVES: This study aims to identify the factors influencing the effectiveness of Flipped classroom learning from the perspectives of medical students, as understanding these factors could provide valuable insights for planning future Flipped classroom enactment.
METHODS: This study uses a mixed-method approach (retrospective descriptive study combined with focus group interviews), which involves quantitative research (quantitative study) combined with qualitative research (qualitative study). Fifth-year medical students (33 in total) in the Surgery course at the Medical Education Center, Phrapokklao Hospital, were surveyed after undergoing Flipped classroom teaching. Focus group interviews were conducted, and qualitative data were analyzed using analytic induction to identify the factors that medical students believe affect the effectiveness of Flipped classroom learning.
RESULTS: The factors that medical students identified as contributing to the success of Flipped classroom learning can be summarized into five key elements (STARS):
S: Study Guide - High-quality learning materials or guides.
T: Time - The duration for self-study should not exceed 1-2 hours, and Flipped classroom sessions should not be scheduled close to examination periods.
A: Active Classroom - A learner-centered approach involving activities that engage students in the classroom.
R: Reflection - Opportunities for students to reflect on what they have learned and the benefits gained.
S: Summary - A comprehensive summary provided by the instructor to reinforce key points.
CONCLUSIONS: From the perspectives of medical students, Flipped classroom learning is highly beneficial. The five key factors-Study Guide, Time, Active Classroom, Reflection, and Summary (STARS)-are essential for enhancing the effectiveness of Flipped classroom teaching. Instructors who apply these principles when preparing their lessons can maximize the efficiency and impact of Flipped classroom learning for medical students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 2014;111:8410-5.
Mundy J. The propensity of students to undertake homework in the absence of formal rewards: a teaching note. Accounting Education 2012;21:529-37.
Mehta NB, Hull AL, Young JB, Stoller JK. Just imagine: new paradigms for medical education. Acad Med 2013;88:1418-23.
Davies RS, Dean DL, Ball N. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development 2013;61:563-80.
Strelan P, Osborn A, Palmer E. Student satisfaction with courses and instructors in a flipped classroom: a meta-analysis. Journal of Computer Assisted Learning 2020; 36:295–314.
Wiggins BL, Eddy SL, Wener-Fligner L, Freisem K, Grunspan DZ, Theobald EJ, et al. ASPECT: a survey to assess student perspective of engagement in an active-learning classroom. CBE Life Sci Educ [Internet]. 2017 [cited 2024 Nov 1];16(2):ar32. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC5459250/pdf/ar32.pdf
Ağirman Nesibe, Ercoşkun MH. History of the flipped classroom model and uses of the flipped classroom concept. International Journal of Curriculum and Instructional Studies 2022;12:71–88.
Pablo-Lerchundi I, Núñez-Del-Río C, Jiménez-Rivero A, Sastre-Merino S, Míguez-Souto A, Martín-Núñez JL. Factors affecting students' perception of flipped learning over time in a teacher training program. Heliyon [Internet]. 2023 [cited 2024 Nov 1];9(11):e21318. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC10660000/pdf/main.pdf
Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ [Internet]. 2018 [cited 2024 Nov 5];18(1):38. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC5855972/pdf/12909_2018_Article_1144.pdf
Chen KS, Monrouxe L, Lu YH, Jenq CC, Chang YJ, Chang YC, et al. Academic outcomes of flipped classroom learning: a meta analysis. Med Educ 2018;52:910-24.
Oudbier J, Spaai G, Timmermans K, Boerboom T. Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC Med Educ [Internet]. 2022 [cited 2024 Nov 5];22(1):34. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC8753844/pdf/12909_2021_Article_3052.pdf
Singh K, Mahajan R, Gupta P, Singh T. Flipped classroom: a concept for engaging medical students in learning. Indian Pediatr 2018;55:507-12.
Hung HT. Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning 2015;28:81–96.
Mason GS, Shuman TR, Cook KE. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE transactions on education 2013;56:430–5.
Kim MK, Kim SM, Khera O, Getman J. The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education 2014;22:37–50.
James AJ, Chin CKH, Williams BR. Using the flipped classroom to improve student engagement and to prepare graduates to meet maritime industry requirements: a focus on maritime education. WMU Journal of Maritime Affairs 2014;13:331–43.