Kan omvendt undervisning gi bedre læringsutbytte i legemiddelregning, sammenlignet med tradisjonell undervisning? En kvasieksperimentell kontrollert studie

Abstract

Flipped classroom improves student learning in dosage calculation, - a quasi-experimental control group design
 The flipped classroom method has received increased attention in health sciences education, however, few studies have investigated performance data showing its effectiveness. The aim of this study was to compare learning outcome in a flipped classroom with a standard lecture. The hypothesis was that applying a flipped classroom model in a dosage calculation class would improve learning outcome when compared to standard learning. One group was assigned to a flipped classroom (n=43), and the other group to a traditional lecture-based classroom (n=45). Data were collected through answer sheets and test results. Course content, assessments, and instructional time for both models were equivalent. The social educator students in the flipped group performed better in the test, compared to the traditional group, where the flipped group had 22% reduction in failing the exam.The flipped classroom approach is promising as an acceptable approach for teaching in dosage calculation curricular in higher education.

Nursing Students’ Motivation, Awareness, and Knowledge of Women’s Health: A Norwegian Quasi-Experimental Study

“…Students can also find that a flipped classroom approach is a pleasant experience, compared to a traditional lecture [94]. Flipped classrooms are recommended for use on health subjects [95,96]. In a Norwegian quasi-experimental study, a flipped classroom was found to lower the failure rate in dosage calculation exams with 22 percentage points [96].…”

“…Flipped classrooms are recommended for use on health subjects [95,96]. In a Norwegian quasi-experimental study, a flipped classroom was found to lower the failure rate in dosage calculation exams with 22 percentage points [96]. However, the flipped classroom approach was found to be more effective when instructors used quizzes at the start of each in-class session [95].…”

Fagdidaktiske temaer i helsefagene

“…De fire undervisningoppleggene er utviklet hver for seg, de springer ut av forskjellige disiplin-og fagtradisjoner, og de har forskjellige fagdidaktiske og forskningsmetodiske tilnaerminger. I tillegg er undervisningen tematisk forskjellig: «flipped classroom»-undervisning i legemiddelregning (Tørris, 2020), en digital laeringsressurs i epilepsi og helseveiledning (Erichsen & Høium, 2021a), en teknologistøttet refleksjonsmodell for studenter i praksis (Urstad et al, 2018) og «Student-Best», et teknologistøttet tverrprofesjonelt samhandlings-og kommunikasjonskurs (Jakobsen et al, 2018).…”

“…Bakgrunn I en kvasieksperimentell studie ble laeringsutbyttet ved «flipped classroom» (FC) og tradisjonell undervisning undersøkt i tilknytning til undervisning i legemiddelregning (Tørris, 2020). Her presenteres noen sentrale elementer fra undervisningen, datagrunnlaget og resultater fra studien.…”