Problem-based learning method in the context of a flipped classroom: Outcomes on pain management course acquisition

Abstract

Introduction: A deep understanding of physiology, physiopathology, pharmacology, and the management of pain is crucial for nurse anaesthetists to ensure the well-being of their patients. Thus, the teaching strategies should enhance the transition from acquiring the fundamental pain phenomena, to developing translational and critical thinking. The aim of the study is to determine if the flipped classroom that is considered an active learning approach is most effective compared to the traditional method in teaching pain management and if it improves students' academic performance. Methods: This study was quasi experimental, at a higher institute of nursing professions, among third-year anaesthesia resuscitation nursing students. participants were randomly allocated into either: the flipped classroom group where PBL was used (FG, n = 19), or the traditional lecture-based classroom group (TG, n = 19). The results and impact of the above approach were appreciated via the analysis of the summative assessment of the class group and from the questionnaire submitted to students. Results: The present study revealed that in the midterm exam, the mean score of the flipped classroom group (14.0) which is significantly higher (p<0.01) than the traditional lecture group (11.9). Moreover, the standard deviation of this latter is slightly higher (2.41) which indicates scores far from the average. Also, a significant difference between the averages of the two approaches in favor of flipped classroom Group was revealed (p<0.01). Conclusion: The assessment of student’s grades and their appreciation of both teaching approaches showed a preference for the PBL. Keywords: Flipped Classroom, Nursing Education, Pain Management, Problem-Based Learning

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

“…As we embark on a journey to explore the unknown facets of the Flipped Learning Model, it is imperative to acknowledge the existing gaps in our understanding. The pedagogical shift introduced by the Flipped Learning Model challenges educators to reconsider their roles, necessitating technological proficiency and a nuanced understanding of how to facilitate meaningful interactions in the classroom (Kim et al, 2021;Merrou et al, 2023). Uncovering the intricacies of these challenges is essential for refining the implementation of the Flipped Learning Model and maximizing its potential benefits.…”