The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design

Abstract

Introduction Selecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students. Methods A randomized controlled trial, using the Solomon design, was conducted in 2019 on 82 nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The Subjects were then allocated to four groups via block randomization. The Subjects in both intervention groups studied the educational content online for 2 weeks and subsequently attended the FC through NPE. Both control groups merely received education based on conventional method. The post-test was once administered to the four study groups immediately after completing the program and once again 2 months after it. Results The posttest mean scores of knowledge retention in both intervention groups remained the same (P = 0.1), while they were higher in the control groups (P < 0.05). The changes in the mean scores of the post-test in the intervention and follow-up groups did not demonstrate a statistically significant difference between the four study groups (P = 0.130, F = 1.941). Conclusion The use of the FC through NPE increased the knowledge mean scores; however, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.

Residency spiral concussion curriculum design

“…The utilisation‐focused evaluation framework allows multi‐level evaluation. Our findings align with previous studies that used mixed teaching techniques for concussion knowledge tests and did not find significant differences in mean knowledge scores 2,11 . However, using a cohort observational study of small sample size (Illustration S1: Cycle 1: n = 5, and Cycle 2: n = 7), we can overcome the various learning cultures within each cycle and monitor long‐term curricular impact to draw associations.…”

“…Our findings align with previous studies that used mixed teaching techniques for concussion knowledge tests and did not find significant differences in mean knowledge scores. 2,11 However, using a cohort observational study of small sample size (Illustration S1: Pre-AHD score (Mean± SD) Some limitations should be noted. This study was conducted at a single university for in-depth exploration of SICC through qualitative interviews; however, quantitatively, more studies across sites and disciplines would be useful to achieve greater generalisation of data.…”

“…Adult Learning Theory with learner goal-oriented approach 11 Meaningful learning stimulates intrinsic motivation to learn. 14…”

Examination performance with flipped classroom as instructional strategy in the carbohydrate metabolism course unit at a Philippine medical school: Estimation of average treatment effect from observational data

“…Assessment of knowledge retention in the FC model is generally through summative written examinations that employ questions of various cognitive levels of complexity defined by Bloom's taxonomy. Studies from various health professions and public health disciplines that compared FC with TL using this type of assessment, however, yielded contradictory results 15,30–34 . Additionally, the overall findings of the systematic review by Chen et al 5 showed that FC was at least as effective as TL‐based teaching in terms of knowledge retention.…”

“…Studies from various health professions and public health disciplines that compared FC with TL using this type of assessment, however, yielded contradictory results. 15,[30][31][32][33][34] Additionally, the overall findings of the systematic review by Chen et al 5 showed that FC was at least as effective as TL-based teaching in terms of knowledge retention. Review of these studies' methodologies revealed various timings in administration of summative assessment, with most occurring the same day as the in-class session in the form of pretest-posttest.…”