Evaluation of Flipped Classroom Teaching Methods in Improving the Knowledge and Readiness of Medical Students in Disasters

Background. Flipped classroom, as one of the new educational techniques, can lead to effective clinical practice. Applying this method to basic lessons provides for students’ more in-depth learning. Therefore, this study examines flipped classroom teaching method in improving the knowledge and readiness of medical students in disaster management.
Methods. This quasi-experimental single-group pretest-posttest study included a total of 106 medical students at Shiraz University of Medical Sciences, Iran. The participants were selected from the students admitted to the course in two consecutive years 2018 and 2019. Different teaching methods were used to cover the topics based on PowerPoint, clip showing, small group work, discussion, and question sessions. Data analysis was performed using paired t-test and Wilcoxon non-parametric test.
Results. Based on the results, out of 106 participants (65 or 61.3% females vs. 41 or 38.7% males), 85 students completed the course. The age group of students was 19-39 years (mean age: 20.29±3.27). There was no significant relationship between gender and readiness in terms of knowledge and attitude (P≥0.05). There was a significant difference between attitude and level of preparation before and after the test. The average level of knowledge, attitude, and readiness in response to risks in the post-test compared to the pre-test (after teaching upside down) increased by 1.93%, 3.82%, and 3.35%, respectively.
Conclusion. The importance of disasters requires the growth of awareness and preparedness. Teaching flipped classroom for the concepts of disasters can create more dynamism in students and improve their knowledge and preparedness to deal with disasters.